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Vol. LX 

February 1967 

No. 2 



Focal point of the main floor foyer is a portrait of Nathan Hunt, an outstanding Quaker 
leader and a prime mover in the founding of Guilford College. 

New Garden Hall 

Guilford's New 
Administration Building 

A typical office shows Dean William Lanier in conference 
with a student. 

The business operations section on the first floor of New 
Garden Hall. 

The spacious third floor lobby ivhere students and parents 
may wait in comfort for appointments with the Deans or Ad- 
missions Office. 

The first floor foyer which serves both the business oper- 
ations section and the registrars section. 

Page Two 

Alumni Journal 

Said by several old-timers to be the most outstanding dor- 
mitory decoration in memory was Mary Hobbs' "Truly the End 

Winning men's dormitory in Homecoming Decoration con- 
test was Center Section, Cox Hall. 

Homecoming 1966 

Homecoming '66 will be remembered as a dark, 
dreary, and rainy day. It will be remembered also 
for the disappointing loss by the Quaker football 
team to Presbyterian 23-16. 

■ However, the occasion was brightened by elabo- 
rate campus decorations, floats, contestants for the 
title of Homecoming Queen '66, and hordes of hap- 
py Guilfordians. Pictures included here will tell the 
story in part. 

A reception for alumni was held in newly opened 
New Garden Hall by Grimsley and Lois Ann Hobbs 
following the football game, and the annual Home- 
coming Dance terminated the day's activities. A morn- 
ing coffee hour was held in the lobby of New Gardea 
Hall at 10:30 a.m., and campus decorations were 
viewed from 11:30-1:30. A parade through the Guil- 
ford College shopping and business districts at 1:30 
featured the Northeast Guilford High School band, 
candidates for Homecoming Queen, and floats from 

Mary Hobbs and Cox Center Section won the 
dormitory decoration contest for women's and men's 
residence halls. The Downtown Campus, with its first 
entry, won the Best Float award. 

President Hobbs welcomed the crowds at half- 
time during the football game. Alumni President John 
Haworth 47, scheduled to speak also, was hospital- 
ized and unable to attend. Added excitement for the 
occasion was the appearance of Governor Robert Mc- 
Nair of South Carolina, whose son performs for the 
Presbyterian team. 

"Press tlie Hose" (re Presbyterian Blue Hose) was theme of 
winning float entered by Downtown Campus. 

for February, 1967 

Miss Mary Cole, senior from Statesvillc (center), was named 
Homecoming Queen. 

Page Three 


Published monthly by Guilford College, Greensboro, 

North Carolina. Second class postage paid at the 

post office at Greensboro, North Carolina 

Alumni Journal Number 


David W. Morrah, Jr. 


David Nicholson '50 

Alumni Association Officers, 1965-66 

President John Haworth '47 

Vice-President Elizabeth Gilliam Parker '37 

Secretary Gene S. Key '51 

Treasurer Marion Ralls '48 

Executive Committee: Alice White Mendenhall '08, Sara 
Richardson Haworth '17, Hazel Armstrong Valentine 
'17, Waldo Woody '33, Seth C. Macon '40, Doris Coble 
Kimmel '46, Mary Nell Parker '59, Jack Tilley '49, 
George Ralls '50, J. Howard Coble '53, Emily War- 
rick Privott '56, William B. Smith '60. 

Executive Committee, Ex Officio: Katherine C. Ricks '04, 
Era Lasley '13, Charles C. Hendricks '40, John Googe 

Baumbachs Report 
Summer Activities 

As in several years past, Lois and Carl Baumbach 
spent last summer in Mexico as leaders of a group 
for the American Friends Service Committee. Then- 
location was in Tecozauda, Hidalgo, approximately 
150 miles northwest of Mexico City. 

There were eight young men and ten girls in their 
group, representing Canada, Germany, Mexico, and 
the United States. The men assisted in the construc- 
tion of a dam and well, both for irrigation in the semi- 
arid desert region. The girls conducted classes in 
cooking and handicrafts, assisted during recreation 
hours in several schools, administered a children's li- 
brary, and held daily home visitations. Two of the 
girls, one a trained nurse from Vancouver, British Co- 
lombia, and the other a student nurse, assisted in the 
clinic. Both men and girls taught afternoon and eve- 
ning classes for adults in English and Mathematics. 

A highlight and exciting activity was the par- 
ticipation of the group in the dedication of fifteen 
new schools in a thirty mile radius, and the subse- 
quent assistance in teaching in some of those schools 
until they could be staffed. Unfortunately, the sum- 
mer AFSC project terminated before permanent 
teachers could be found for several of the schools. 
While steady progress is being made by the Mexican 
government in providing building facilities for edu- 
cational puq^oses, there is a continuing shortage of 
teachers and trained personnel to enforce compulsory 

Class Agents' Day Launches 
Loyalty Fund Drive 

A sunny autumn morning greeted more than SO 
alumni and friends of Guilford College on Saturday, 
November 5. The occasion was Class Agent's Day, 
officially inaugurating the start of the class approach 
to annual giving — the 1966-1967 Loyalty Fund Drive. 

Agents from Greensboro, High Point and Win- 
ston-Salem were in the majority, but some agents 
drove from distant points in North Carolina and 
from neighboring states. The College and the alumni 
association were hosts for the day's program that 
included a coffee session and tour of the new admin- 
istration building, a workshop, and a luncheon meet- 
ing, adjourning in time for the football game match- 
ing the Guilford College Quakers with C. W. Post 
College of New York. 

Presiding at the workshop session and the lunch- 
eon meeting was Seth C. Macon '40 of Greensboro, 
N.C., member of the Greensboro Advisory Board to 
Guilford College and the Executive Committee of the 
Guilford College Alumni Association, who stressed 
the importance of the forthcoming drive by stating: 

"A Loyalty Fund program which will produce 
$25,000 annually to Guilford College is worth as 
much to the College as the net annual income from 
a gift of one-half million dollars. It is, in fact, worth 
a lot more, because it will result in more people 
becoming actively involved in the college program. 
Actually, $25,000 is merely a starting place. If we 
can really consolidate the interest of the various 
groups (of the college's constituencies) and get the 
various groups working together, the Loyalty Fund 
can grow to a much bigger annual figure." 

Macon introduced Mrs. George (Elizabeth Gil- 
liam ) Parker '37, vice-president of the alumni associa- 
tion and 1966-1967 chairman of the Guilford College 
Loyalty Fund, who told of the year's plans. "New 
equipment has been acquired which will make selec- 
tive mailings much easier," she said. "We would so- 
licit your help in helping the Alumni Office get their 
files up-to-date with proper addresses, zip-codes, so 
as to expedite the lists of alumni by class years and 
geographical areas." 

Al Wheeler, Director of Development, and Gene 
Key, '51, Alumni Secretary, spoke about the details of 
the Class Agent's job. After stressing the importance 
of the personal signature and post scripts of each 
agent, Al Wheeler said, "particular care will be taken 
to maintain a personal relationship between the con- 
tributor and the College. Nowhere is greater em- 
phasis placed in this area than in acknowledging 
(Continued on next page) 

Page Four 

Alumni Journal 

Ed Mendenhall, college trustee, speaking to class agents, 
predicts success for undertaking. 

contributions to the Loyalty Fund. Class Agents are 
encouraged to add their thanks also to the donors 
from their class." 

College trustee Ed Mendenhall and president 
Grimsley T. Hobbs, speaking at the 12:00 luncheon 
in Founders Hall, expressed the College's deep ap- 
preciation for the agents' help in the Annual Giving 
Program. Adding encouragement, Ed Mendenhall 
said, "Here and now, without reservation, I predict 
success for this undertaking — success that will bring 
increasing benefits to Guilford College this year and 
the years to follow." 

Mr. Charles A. Dukes, assistant vice-president of 
Duke University and nationally known fund raising 
consultant, was the principal speaker. His remarks to 
the Class Agents and other guests at the luncheon 

Never before has education been as important to 
mankind. There are more people with two degrees 
today than there were with one higher education de- 
gree thirty years ago. Thirty or forty years ago three 
per cent of the college-age population went to col- 
lege. Today between thirty and forty per cent are con- 
tinuing ther education 1 Education seems to be the an- 
swer to almost everything, including poverty. 

There are three basics — family, religion, and edu- 
cation — if one is to reach fulfillment as we know it 
in our American way of life. Each complements 
and supplements the others. So it is with the college 
family. All members of the family have a special part 
to play and it is only when they understand their roles 
that education takes its rightful place of leadership 
and makes its greatest contribution. 

There are four members of the college family; the 

1. Giving USA, pages 13 and 32 

(Continued on page fourteen) 

Elizabeth Gilliam Parker '37, Alumni Vice-President ami 
predicts success for undertaking. 

Seth Macon '40, who presided at Class Agents' Day, visits 
with George Parker '35, and Era Lasletf '13. 

Hostess Helen Thomas, Sol Kennedy '49, Ernest Scarboro 
'33, and C. Gurney Robertson '18, college trustee, visit during 
Class Agents' Day. 

for February, 1967 

Page Five 

On the Quaker Sports Front 



Trophy Presentation 


The Guilford College Quakers were champions 
of the Gate City Classic, played in Greensboro Coli- 
seum in December. Above are Junior Bob Kauffman 
and Sophomore Bob Bregard, named to the All Tour- 
nament team; and Senior Captain Wayne Motsinger 
receiving trophy from Greensboro Record Sports Edi- 
tor Earl Hellen. Kauffman is judged by area coaches 
and sports writers to be an Ail-American candidate. 

The team that many say is better than last year's 
District 26 Champions has had its difficulties, although 
it holds an impressive 15-2 record ( 11-1 in the Confer- 
ence race). Coach Steele cited the need for more back 
court strength as the season began, then lost Tom 
Loftus, junior guard. 

However, musical chairs has been the name of 
the game that has sustained the Quakers. Ed Fellers, 
& 5" reserve forward last year, has moved into a 
starting guard position. When trouble has arisen at 
the front line, Fellers switches to a forward post — 
or if big Bob Kauffman doesn't need relief, John 
Brooks has occasionally received the call. Captain 
Wayne Motsinger, senior guard, has supported Fellers 
at the guard post. The play of Fellers, Brooks, and 
Motsinger are in no small measure responsible for the 
Quakers' record this far. 


The Guilford College football team again played 
bridesmaid in the powerful Carolinas Conference 
race, finishing a half game behind Co-Champions 
Presbyterian and Lenoir Rhyne. Their conference 
record was 4-2-1; their total record 5-4-1. Two of 
their losses were to nationally second-ranked C. W. 
Post, and to Samford University, also a nationally 
ranked team. 

The Quakers earned wins over Elon, Lenoir Rhyne 
and Catawba, and over Appalachian for the first time 
in history. Conference losses were to Presbyterian and 
W. C. C. The Newberry contest ended in a tie. 

Quaker senior, Ronnie Winslow, was again named 
to the All-Conference team, along with Allen Brown 
and Henry McKay. 


Intercollegiate wrestling has been instituted at 
Guilford College, and indications are that it will be- 
come an exciting and popular sport. 

Coaching the team is Arthur Bluethenthal of 
Greensboro, former collegiate wrestler at UNC-Chapel 
Hill. Coach Bluethenthal's charges have lost their first 
three matches — two to Wesleyan, and one to Wilming- 

Page Six 

Alumni Journal 

ton. Two of the matches were disappointing, accord- 
ing to the mentor, as "we could have won them with a 
little luck — both were decided by the last match." 
The scores were 23-12, 17K-12K, and 21-14. 

However, Coach Bluethenthal sees good potential, 
and feels that progress has been made in a short time. 
The team is by and large a freshman team. Increased 
interest promises to bring out additional aspirants for 
each weight. And two members, Perry Benbow and 
Warren Stewart, are undefeated in the first three en- 

Stuart Maynard Honored 

Many honors have come to Guilford College 
Baseball Coach Stuart Maynard '43 during the past 
year — recently, the Greensboro Daily News named 
Stuart "North Carolina College Coach of the Year." 
He was trailed by such notables as Duke basketball 
coach Vic Bubas, and Wake Forest football coach, 
Bill Tate. Stuart, whose baseball Quakers finished 
fourth in the nation, was named National Coach of 
the Year, NAIA. 

He was further honored by being named speak- 
er at the opening session of the NCAA Baseball Clin- 
ic in Houston, Texas, held January 6, 7, S. His ad- 
dress "Organizing Practice — One Coach, One Field," 
was distributed to college coaches throughout the 
United States. 

From .... 

V. R. and Ruth Levering White 

"MACHU PICCHU. Our last trip, not connected 
with going to see our children and ten grandchildren, 
was in May and June, 1966. We were on the Grace 
Liner, Santa Magdalena, which goes through the Pan- 
ama Canal, stopping at ports in Colombia, Equador 
and Peru. 

"We flew from Lima to Cuzco, the old Inca capi- 
tol, high in the Andes. It is the first time we have had 
discomfort from altitude. While there we also visited 
the remarkable Inca lost city of Machu Picchu, Peru. 
The Spaniards never found it, so it is thought the 
Inca kings hid the Sun God maidens here. Only the 
bones of women and children have been found 
among the magnificent stone walls which still stand 
as testimonials to their lost art. 

"Machu Picchu was discovered by a Yale profes- 
sor, Hiram Bringham, in 1911. We went up 1600 feet 
from the river with 16 hairpin turns before it came 
into view, it is so well hidden in its high mountain 
plateau. A most thrilling experience. 

John Pipkin Wins Prize 

John Pipkin, '56, a member of Guilford's Religion 
Department is shown here (second from left) as he 
was awarded 2nd prize in the Sir Walter Raleigh 
poem contest sponsored by the Poetry Council of 
North Carolina for his poem "On Thunder at a 
Friend's Funeral." 

His poem follows: 


I hope we have a storm the day 

They meet to put my bones away. 
A roll of heavenly drums is what I want 

For my departure on that last, long jaunt — 
Both to unveil Eternity to me 

And to announce me to Eternity. 
My soul might be too dulled to see 

That vast, resplendent panoply; 
Then, too, I'd like to know just how 

It feels to make a cosmic bow. 
If this should ask too much for one . . . 

Perhaps a thin shaft from the sun ... 
The presentation was held in Asheville, N.C. at 
a meeting of the Council. 

Dr. Robert M. Dinkel, Professor of Sociology at 
Guilford College, has been appointed to a three-year 
term on the Advisory Council of the Department of 
Sociology of Princeton University. He has also been 
appointed as referee for papers submitted to the 
magazine, Demography, published by the Population 
Association of America. He remains on the Board of 
Directors of the Population Reference Bureau, though 
retiring as Vice President. 

for Februaey, 1967 

Page Seven 

In Memoriam 

Chester M. Rvan 

It is with sorrow that we have learned of the acci- 
dental death of Dr. Chester M. Ryan '42, on August 4, 

Dr. Ryan had served during the past ten years as 
a guidance counselor in the Nyack Public Schools at 
Nyack, New York. Also, he was on the counseling staff 
of the Rockland Community College. 

Dr. Ryan was graduated from Nutley High School, 
Nutley, New Jersey, and received his Bachelor of Sci- 
ence degree from New Jersey State Teachers College, 
Newark, New Jersey, in 1947. He was awarded the 
Master of Industrial Education degree by North Caro- 
lina State College, Raleigh, North Carolina, in 1953. 
Always keenly interested in industrial and vocational 
education and the training of teachers, Dr. Ryan con- 
tinued his studies at the University of North Carolina, 
wrote his dissertation on "An Analysis of the Prepara- 
tion, Selection and Training of Teachers in the Trade 
and Industrial Education Program of North Carolina 
with Implications for the Future," and earned his doc- 
torate in September, 1964. He was a life member of the 
American Personnel and Guidance Association; a 
member of the New York State Counselors Associa- 
tion, the New York State Deans and Guidance Person- 
nel Association, the Rockland County Counselors As- 
sociation and Phi Delta Kappa. 

Prior to his position in Nyack, Dr. Ryan had been 
coordinator of Diversified Occupations at Durham 
High School. He had served as a Lieutenant in the 
Navy during World War II in both the European and 
Pacific-Asiatic Theatres. He was a member of the 
Naval Reserve Corps following his active military ser- 

He is survived by his widow, Annie Evelyn Powell 
Ryan, Class of '40; two daughters, Mrs. Charles Good- 
rum, a senior at Woman's College; and Christina, 12, 
who resides with her mother at 207 Maple Avenue, 
Monsey, New York. Also, his parents, Dr. and Mrs. 
Carson W. Ryan of Chapel Hill; three brothers, and 
two sisters. 

In Memoriam — Edith Sherrod 

Edith Sherrod '05, who passed away last spring, 
was an interested member of the 50- Year Group of 
Alumni of Guilford College, serving as its President 
1964-65. She was interested in the continuing project 
of the group which was the establishing of a Profes- 
sorship named for former president, Raymond Bin- 
ford. As chairman, she appointed a committee to 
work on the project, and she was herself a contribu- 
tor. Some of her friends contributed to this fund in 
memory of her. 

After attending Guilford 1904-05, she went to 
New England Conservatory of Music at Boston, 
Massachusetts, to further voice training. She had a 
beautiful voice and for ten years was soloist at her 
church, Wesley Memorial at High Point. 

During World War I she served overseas as an 
Army Nurse. Later, she was an Instructor in the High 
Point Memorial Hospital of Nursing. Her interests 
were varied and wide. Her pastor said of her: "Edith 
never asked anyone to open a door for her. She knew 
that when you bring to such a door a readiness to 
exchange yourself for the treasure therein, the door 
opens of itself. Most of them were open to her." 

In Memoriam — Jules Gilmer Korner, Jr. 

Jules Gilmer Korner, Jr., 76, Class of 1906, a promi- 
nent native of Kernersville, N. C. and celebrated law- 
yer, writer, musician, and government official, died 
January 11 in Chevy Chase, Md. 

Funeral was held at Moravian Church in Kerners- 
ville, where he was a member. 

Korner received degrees in law from Trinity Col- 
lege, now Duke University, and attended Harvard 
Law School, where his musical background in violin 
and piano took him to the post of concert meister 
with the Harvard Orchestra. 

After practicing law in Winston-Salem, Korner 
served as assistant general counsel of the Bureau of 
Internal Revenue in 1921. President Calvin Coolidge 
appointed him to the U.S. Board of Tax Appeals, later 
named the Tax Court of the United States, where he 
was elected chief before resigning in 1931. 

He also was author of a book about his native 
town, Joseph of Kernersville. 

Survivors include his wife, Susan Brown Korner of 
Washington; son, Jules Gilmer Korm r III of Washing- 
ton; a sister, Mrs. Drewry Lanier Donnell, Sr., of Oak 

Page Eight 

Alumni Journal 

In Memoriam — C. Elmer Leak 

C. Elmer Leak, one of Guilford's most distin- 
guished alumni and one of its greatest benefactors, 
died on January 12 after an illness that began in early 

C. Elmer Leak was graduated from Guilford in the 
Class of 1902. At Guilford he was especially active 
as an orator, editor, and athlete. During his junior 
year, as a member of the Henry Clay Oratorical So- 
ciety, he won first place with an oration titled "Tech- 
nical Education," and in his senior year was one of the 
few students selected to speak at the commencement 
exercises. The subject of his commencement oration 
was "New Home of American Industries." Mr. Leak 
was co-editor of the Guilford monthly magazine, The 
Collegian, and a member of the varsity football team. 
In addition, he belonged to the Literary Society and 
Opera Society. While at Guilford College, Mr. Leak 
met the girl who was to become his wife, Cammie 
Lindley, who was a student in the college preparatory 

After leaving Guilford, Mr. Leak studied electrical 
engineering with the General Electric Company, after 
which he returned to Greensboro and established an 
electrical business. Although he was successful in this 
work, he decided in 1911 to accept a position with the 
Security Life & Annuity Company of Greensboro 
which became a part of Jefferson Standard Life Insur- 
ance Company in 1912. His first position with Jefferson 
Standard was that of clerk at the age of 29. In 1920 he 
became Assistant Secretary and was elected Secretary 
of the company in 1931. In 1932 he became Vice-Presi- 
dent and in 1947 was elected Executive Vice-Presi- 
dent, a position he held until his retirement in 1951. 
Mr. Leak was instrumental in the construction of the 
Jefferson Standard building, having been responsible 
for the vast details in connection with its erection. He 
was elected to the Board of Directors of Jefferson 
Standard in 1927 and continued to serve as a member 
of that board. He was also a member and vice-chair- 
man of the Finance Committee, and a member of the 
Executive Committee. 

Mr. Leak led an active life in civic affairs. He was 
a charter member and past president of the Greens- 
boro Civitan Club. He was also a member of the 
Masonic Order and a 32° Mason and Shriner. 

Elmer Leak was noted for his generosity and for 
his support of all worthy causes. His special interests 
were West Market Street Methodist Church of Greens- 
boro and Guilford College. He was a lifetime member 
of the West Market Street Methodist Church Board of 
Stewards and in 1965 made a gift of $100,000 to his 
church. His substantial contributions to Guilford in 
recent years will make possible a new audio-visual 
center at the college. This center will be located in 
the completely renovated Duke Memorial Hall. Its 
cost is estimated at approximately $100,000 and it will 
be known as the Cammie and Elmer Leak Audio- 
Visual Center. 

Mr. Leak is survived by a daughter, Mrs. Theodore 
H. Lind, of Greensboro; a son, Clarence E. Leak, Jr., 
of Detroit, Michigan; four grandchildren, and three 

In Memoriam — R. L. Edwards 

R. L. Edwards (Big Bob) '15, passed away on Oc- 
tober 5, 1966, age 76 years. He was in the Class of 1915 
at Guilford College. He was an outstanding athlete, 
and was a four-letter man. 

A life-long resident of the Guilford College com- 
munity, he was buried in New Garden Cemetery. 

His daughter, Betty Gale Edwards Sikes, was a 
1947 graduate. 

for February, 1967 

Page Nine 

In Memoriam- 

Grace Taylor Rodenbough 

Mrs. Grace Taylor Rodenbough, Class of 1917, and 
the only woman to represent Stokes County in the 
North Carolina General Assembly, died Sunday, Janu- 
ary 8, at Baptist Hospital in Winston-Salem. She was 

Grace Rodenbough was an active and loyal alumna 
of Guilford College and served as a member of the 
Alumni Executive Committee from 1959 through 1965. 
Her dynamic interest in her alma mater was demon- 
strated through financial contributions, assistance in 
fund-raising campaigns, and in directing outstanding 
young men and women to Guilford as students. 

After attending Guilford, Grace Rodenbough re- 
ceived the masters degree from WC-UNC, now UNC- 

Mrs. Rodenbough was supervisor of instruction in 
the Stokes County school system for many years, and 

in the legislature she unflaggingly supported the cause 
of public education. 

She was chairman of the special committee of the 
House of Representatives on the status of women in 
government in 1965, and urged that the state make 
more jobs available for women. 

Mrs. Rodenbough was first elected to the State 
House in 1952. She won the seat every two years 
through 1964, serving in the sessions of 1953, 1955, 
1957, 1959, 1961, 1963 and 1965. 

During the 1953 session she was the only woman 
in the General Assembly. 

She was in her third eight-year term as a trustee of 
the Consolidated University of North Carolina, and 
she also was on the board of governors of the Gover- 
nor's School in Winston-Salem. 

Survivors are her husband, Stanley Lee Roden- 
bough, Jr.; stepsons, Lee Rodenbough III and Charles 
D. Rodenbough, both of Madison; sisters, Miss Mary 
Taylor and Mrs. Luna Bradshaw, both of Danbury; 
Mrs. Mattie Sue Wilkinson of Beckley, W. Va.; broth- 
ers, Paul T. of Winston-Salem and Dr. J. Spotwood 
Taylor of Danbury. 

David Nichols O'Steen, Guilford College senior 
and son of Mr. and Mrs. D. G. O'Steen, 1007 North 
Elam Avenue, has been awarded a Western Electric 
Fund Scholarship. The Scholarship, given each year 
usually to an outstanding Guilford science or math- 
ematics student, pays all tuition and fees for the stu- 
dent and includes a grant to the college to cover in- 
struction costs which exceed tuition charges. 

David is shown above (second from left) at pres- 
entation ceremonies with Mr. W. C. Gegenheimer, 
assistant manager in engineering, Western Electric 
Greensboro plant; J. R. Boyd, associate professor of 
mathematics at Guilford College; and G. K. Hoover, 
engineering department chief and Western Electric 
college relations representative. 

Page Ten 

Alumni Journal 

With Guilfordians Everywhere 

Elsie Mendenhall '07 recently visited her niece, Mrs. Mark 
C. S. Noble, Jr. at Rhode Island University. Mrs. Noble is a 
Fraternity House mother at the university, and is the daughter 
of the late Walter Hill Mendenhall, an honor student in Guil- 
ford's class of 1895. 

Mrs. Mendenhall also visited Mary Margaret Binford Bailey 
'41, daughter of Guilford's second president, Raymond Binford. 

Dr. and Mrs. Algie Newlin '21 departed November 3, 1966, 
for a two-and-a-half-month trip to Trinidad for a first visit 
with their daughter and son-in-law, Adrian and Eva Joan Bird. 

Recently Frank L. Crutch- 
field '25 marked his 40th 
anniversary of service with 
Bell Telephone Laborator- 
ies. Past president of the 
New York chapter of Guil- 
ford Alumni, Crutchfield is 
currently involved in engi- 
neering and development 
work on telephone instru- 
ments as an engineer in the 
Transmission Systems Engi- 
neering Center. 

Edward James Gehrke '40 has been named a claim specialist 
in the Fayetteville office of State Farm Mutual Automobile In- 
surance. The former Quaker tennis player now has a family 
and lives in Fayetteville, N. C. 

Mary Ellen Gibbs '40 has been since 1961 the Elementary 
Supervisor of the Winston-Salem/Forsyth County Schools. In 
1966 she assumed the position of coordinator of Special Edu- 
cation for the Winston/Forsyth system. 

Josephine Swift '41 Lord has just returned with her hus- 
band Charles and their 14-year-old son Ronald from mission 
service in Rhodesia. The Lords are working in education in 
Rhodesia and will spend their year's furlough in the states 
studying and speaking about their work for the United Church 
of Christ. The Lords' two daughters, Donna 16, and Libby 18, 
have been attending Friends Boarding School in Barnesville, 
Ohio, for the past two years. 

Grace Beittel '41 Barriek- 
man has been appointed as- 
sistant comptroller at Straw- 
bridge & Clothier, a major 
department store in Phila- 
delphia. Grace has been as- 
sociated with Strawbridge 
in the Personnel and Ac- 
counting divisions since her 

Kingston Johns, Jr. '44 received his M.A. and Ph.D. degrees 
from Cornell University. After holding the position of Finan- 
cial Aid Officer at N. C. State University for several years, he 
joined the staff of the Southern Regional Office of the College 
Entrance Examination Board in Sewanee, Tenn., as assistant 

Recently William P. Danenburg '48 was appointed assistant 
dean of the College of Education at the University of South 
Florida in Tampa. The university is reputed to be the first ma- 
jor state university to be planned and built in the twentieth 
century, and its president, John S. Allen, was a student of Dr. 
Clyde Milner at Earlham College. 

Horace Haworth, Jr. '48, former Guilford gridiron star, has 
been appointed a sales representative of the Connecticut Mu- 
tual Life Insurance Company. He will be associated with the 
Wayne B. Glasgow agency in Nashville. 

From Eleanor Corneilson Rice '50: 

"The Rices are fine. Right now we're putting a two-story 
addition on our old 100-year-old house. Lisa is in third grade, 
Linda in first, and I'm teaching fourth grade. 

"I enjoy hearing about Guilford from the N. Y. Yearly Meet- 
ing friends who are there. It's good to hear how happy they are. 

"Some day I'll bring the family for a visit." 

The Rices live at 192 Old Niscayena Road, Latham, N. Y. 

John W. Googe '50, past Alumni Association president, has 
received the Midland Mutual Life Insurance Company's Na- 
tional Quality Award for 1966 — the seventh year he has been 
a recipient. 

On August 28, William L. Yates '53, Director of Planning 
Services of the Greenville, S. C. Hospital System, was advanced 
to membership status in the American College of Hospital Ad- 
ministrators in Chicago. The organization has 6,900 U. S. and 
Canadian hospital officials as its members. 

On August 23, 1966, Anne Newton '54 was married to Sq. 
Leader Eric Paisley, R.A.F. Eric is a native of Aberdeen, Scot- 
land ,and is attached to the British Embassy in Washington, 
D. C. Anne is a school psychologist with the Arlington County, 
Virginia, public schools. 

Marvin '54 and Lura Jane Carroll '55 Southard are now 
working for the Baptist Extension Convention of North Caro- 
lina as they institute a weekday church program for all ages, 
and maintain a regular pastorate in Spray, N. C. The Southards 
hope all Guilfordians who come to Spray will visit them. 

Lt. Cmdr. Maitland Freed '55 is one of the four Naval Jus- 
tice School staff officers to receive a letter of commendation 
from the Navy Judge Advocate General for helping to estab- 
lish a separate curriculum for lawyer students. 

Catherine Neal Hartman '55, her husband, son David, 3, 
and daughter Carol, 7, live in Chicago, where Mr. Hartman is 
working on his Ph.D. in Systematic Theology at Northwestern 
University. The Hartmans also have a pastorate at Highland 
Avenue Methodist Church in Chicago. 

Howard Haworth '57, assistant sales director and coordina- 
tor of upholstery operations of Heritage Furniture Company, 
has been elected a member of the board of directors of Heri- 
tage, a division of Drexel Enterprises, Inc. He and his wife Pa- 
tricia have two daughters. 

William Guest '58 has assumed duties this fall as an adminis- 
trative assistant at Wilmington College, Wilmington, N. C. He 
and his wife Betsy have one daughter, Betsy Bright. 

John Howard Coble '58 has been honored by the State Farm 
Mutual Automobile Insurance Company on completion of five 
years of service with the company. He is resident superintend- 
end of the Raleigh office of State Farm. 

for February, 1967 

Page Eleven 

Andrew Connor '56, engineer in Applied Aeronautics Divi- 
sion of U. S. Army Aviation Material Labs, was awarded a 
Certificate of Achievement with six fellow scientists who are 
leaving the command. 

Connor and his wife Jacqueline live in Newport News. Va. 

Susan Banks Watkins was bom Friday, December 9th, to 
Warren Btjers Watkins, Jr. '58 and Mary Helen Shelbume Wat- 
kins. The Watkins have two older children, Warren Byers Wat- 
kins II, age 5, and Mary Elfreth Watkins, age 2K. 

Warren is vice-president of the J. M. Mathes Company, Inc., 
operating wholesale warehouses in Durham, Burlington, Fay- 
etteville and Goldsboro. Watkins is also active in the Durham 
Kiwanis Club,, the Sales and Marketing Executives Club of 
Durham, St. Phillips Episcopal Church, and lives at 1312 Car- 
roll Street in Durham. The Watkins soon after the first of the 
year plan to move to their new home at 2211 Chase Street in 

Alvin Jaffee '58 was married to the former Sharon Lewis of 
New York City on December 5, 1965. This September he left 
Fort Polk, La. for Houston, Texas, where he will continue his 
residency in pediatrics at the Baylor Texas Medical Center. 
The Jaffes became the proud parents of a son, Noah Wayne, 
on October 16. 

Jerry Donevant '59 has 
recently been graduated 
from Continental Airlines' 
jet pilot training school at 
Los Angeles International 
Airport and is now based at 
Los Angeles flying as a sec- 
ond officer aboard Conti- 
nental's Boeing Golden Jets. 

Heea Haider Vazirani '59 has moved to Manital Mysore 
State, India. Her husband is director of dental studies at Kas- 
turba Medical College. Their fourth child, Monica Fayes, was 
born this summer. 

Joe Bailey Nunn '59 has been appointed a field claim repre- 
sentative in the Winston-Salem office of the State Farm Mutual 
Automobile Insurance Company. 

James M. Barbee '59 has been appointed Regional group 
manager by Piedmont Southern Life Insurance Company of 
Atlanta, Georgia. 

In his new assignment, Mr. Barbee will be in charge of 
group sales in North Carolina and Virginia and will work in 

the administration of multiple employer group insurance in the 
eleven-state area served by Piedmont Southern Life. 

Mr. Barbee is married to the former Veda Rodgers. They 
have one child, Curt, 6. 

Jim Roberson '60, who has been manager of general services, 
was promoted to branch administration for the Greensboro of- 
fices of North Carolina National Bank. 

On Saturday, June 19, 1966, Jane Helen Carroll '61 became 
the bride of Kevin White of Joppa, Md., in St. Stephen's Cath- 
olic Church in Bradshaw, Marvland. 

On September 1, 1966, Douglas Connor '61 became associ- 
ated with George R. Kornegay, Jr. as an attorney in Mount 
Olive. After graduation from Wake Forest Law School in 1964, 
Connor became a Law Clerk in U. S. District Court. Above are 
the Connors: Doug, Miranda, Suzanne, 6, Doug, 5, and Julie, 
17 months. 

Fred W. Moore '61, Baptist student director in the Augusta 
area for six years, has been asked to assume additional duties as 
Georgia Baptist Convention chaplain at the Medical College of 

He will develop a ministry to patients at Talmadge Memor- 
ial Hospital, in addition to his BSU activities at the Medical 
College University Hospital School of Nursing and Augusta 

After taking his M.A. at Columbia University in 1965 Rob- 
ert Parish '62 and his wife Patricia went to California where he 
is department chairman of Social Studies at Marshall Junior 
High School. 

This past June Bill Rhoads '62 received his masters degree 
in social work from the Graduate School of Social Work at 
Rutgers. He is now working with the Princeton Family Service 
Agency as a case worker. He and his wife, the former Betts 
Darnell '63 have two sons, Edward, three, and Thomas, 10. 

John '63 and Karolyn Kehey '65 Huffman had their first 
child, Laura Louise, born on November 16. Karolyn graduated 
from Wilmington College last June. John teaches French and 
German at Xenia High School. He will receive his masters de- 
gree in French this spring from Miami University where he was 
a graduate assistant. They reside at 167 N. Mulberry Street, 
Wilmington, Ohio. 45177. 

Stephen Royal '63 has been elected cashier of Wachovia 
Bank and Trust Company. He is operations manager of the 
banking department in Greensboro. He is married to the former 
Patricia Villas and they have two children. 

Page Twelve 

Alumni Journal 

Nancy Angotti '64 was married to Dr. Zolton R. Rosztoczy 
on September 10, 1966. They now reside at 1250 Garmington 
Avenue, West Hartford, Conn. Nancy is now employed as a 
telephone usage counselor with the Southern New England 
Telephone Company. Dr. Rosztaczy is a nuclear physicist with 
Combustion Engineering. 

Howard Braxton, Jr. '64 is now teaching physical education 
at the College of Albemarle in Elizabeth City, N. C. after re- 
ceiving his masters degree at Appalachian last year. His wife, 
Pat Braxton '65, is guidance counselor at Elizabeth City High 

Harold Goodman '64 received his Master of Science degree 
in Poultry Products Technology at Iowa State University in 
November 1966. 

Pat Larracey '64 is now assistant minister at First Friends 
Church, Indianapolis, Ind., and a second year student at Chris- 
tian Theological Seminary. He and his wife Judy Jones '63 and 
their son Steven have bought a home in Indianapolis. 

On August 10, 1966, Mr. and Mrs. George Dillard Norman 
*64 became the proud parents of a son, Dillard Scott. 

Bill Shirley '64 received his masters degree in physical edu- 
cation from Central State College in Edmond, Okla., and is 
now a physical education instructor and assistant basketball 
coach at Oral Roberts University, Tulsa, Okla. 

On October 9, 1966 Jane Simpson '64 became the bride of 
Max Holder at Mouzon Methodist Church in Charlotte, N. C. 
After honeymooning at Pawley's Island, S. C, Jane and Max 
returned to Charlotte where she teaches a special education 
class at Chantilly School and Max is operations manager of Pa- 
cific Air Freight. 

Lillian Davis '65 was awarded the MSPH degree in parasi- 
tology at the University of North Carolina at Chapel Hill on 
June 6th. After commencement Lillian became a research bi- 
ologist with Melpar, Inc., Life Science Division, in Falls 
Church, Va. 

During Founder's Day exercises at Lehigh University, Beth- 
lehem, Pa., this fall, Paid G. Knight, Jr. '65 received his masters 
degree in History. 

Gary '65 and Gloria McElvey '66 Vance have become Peace 
Corps volunteers after completing ten weeks of training at the 
University of South Florida Bay campus at St. Petersburg, Fla. 
The new volunteers left for Venezuela September 13 to do ex- 
pansion work in physical education teaching in primary and 
secondary schools. 

David H. Parsons III '66 
has left for Algeria to serve 
with the American Friends 
Service Committee. He will 
assist as a volunteer worker 
with the community devel- 
opment program operated 
by the Service Committee. 
The work will include such 
projects as helping to con- 
struct bridges and roads, in- 
itiating agricultural experi- 
ments, and assisting with 
public health. 

David, who majored in 
history at Guilford, spent his 
junior year at the Univer- 
sity of Lyons, France, un- 
der a study abroad pro- 
gram sponsored by the Uni- 
versity of North Carolina. 

He is the son of David 
Jr. '33 and Cora Worth Par- 
ker '39 Parsons. 

Susan Belk and Tom Taylor '66 became Mr. and Mrs. on 
August 28, 1966. Both Susan and Tom are now in school at the 

Mrs. Estella Farlow Welborn '92 of Thomasville, 
North Carolina, is in her ninety-first year and is among 
the oldest living alumni of Guilford College. She is 
the daughter of Mr. and Mrs. David Farlow, who met 
and were married at New Garden Boarding School. 
They sent all seven of their children to the same school 
and spent the last years of their lives in the shadow of 
Guilford College. 

Estella Farlow married John Lee Welborn and 
nine children were born to them. One son, Joe '26, was 
a graduate of Guilford, and sis son Max graduated in 
1952. Hs daughter, Joy Welborn Conaway, is a mem- 
ber of the class of '50. 

Mother, grandmother and 17 times great-grand- 
mother, Mrs. Welborn is still very much interested 
in all that goes on around her. She enjoys television 
and visits from her large family and many friends. 
All who see and talk to her feel the warmth of her 
love for people, and the great strength of her Chris- 
tian faith. She is a great inspiration to her family, 
friends and neighbors. 

University of North Carolina at Chapel Hill — Susan, an under- 
graduate in math, and Tom a law student and recipient of a 
Morehead Fellowship. 

On August 21, 1966, Ann Harries '65 became the bride of 
Phillip Morris, Jr. Phil is in the Navy and is stationed in Ore- 
gon. Anne is one of the happiest housewives around. 

James Sullivan '67 is now in the Electronics School at the 
San Diego Naval Base and he has just been selected for ad- 
vanced training in electronics. He will be at the base through 
February, 1967. 

Dr. George Thielman, associate professor of political science 
at Georgia State College and former instructor in German and 
political science at Guilford, has helped produce a book con- 
taining eyewitness reports of Mennonite refugees from the 
Soviet Union. Material for the book, At the Gates of Moscow, 
was translated from the original German by Dr. Thielman who 
also wrote the appendix on communism. 

for February, 1967 

Page Thirteen 

Address By Charles A. Dukes 

(Continued from page five) 

trustees and the administration combine to make one. 
The trustees make the policies and the administration 
is charged with the responsibility of putting them in- 
to action. 

The second member of the college family is the 
faculty which is the heart of the higher education 
program. We might say it is the hub around which 
the other members revolve. 

The third member is the students. Like the fac- 
ulty and the administration they have their own spe- 
cial place in the scheme of things. 

Fourth are the alumni. The product of the insti- 
tution. The yardstick that indicates how good a job 
the other three members have and are doing. 

In order to get a better understanding of the mem- 
bers of our family, let us examine their roles. The 
trustees are the head of the family and because of 
their unique position are charged with the responsi- 
bility of furnishing the spearhead leadership in any 
and all college programs. The trustees can lose their 
relationship if they are not reappointed or re-elected, 
or if they are, retirement will eventually change their 
status. The administration can be removed from their 
offices by the trustees. 

The faculty can be removed from the college roll 
even though it might be necessary to take court action 
and this has been done. 

A student can fail or have his relationship changed 
by the faculty. 

The alumni of an institution are the only family 
members over which there is no control except gentle 
persuasion. Once an alumnus makes application for 
admission and the institution decides to accept him, 
nothing can be done to change his status. If he is suc- 
cessful, the college basks in the limelight; if he is not 
a good citizen, the college suffers; if he gets married, 
the name of the college appears in the write-up; if he 
dies, it is included in the obituary. Once he is enrolled 
there is nothing that can be done about it. From then 
on it is up to the college. He can be left alone or he 
can be stimulated and brought into the inner circle 
and kept informed. He can be given channels and 
furnished programs so that his success, influence, and 
money can furnish leadership and support for the 
callege. Whatever is clone must be done by gentle 

Since our time is limited and since we are here to 
discuss how members of the Guilford family can best 
help the college, I am taking the liberty of suggesting 
that we come directly to the point. 

Let us talk about one of the basic needs — money. 
Some people hesitate to talk about money, but it does 

not bother me in the least. It is essential to our way of 
life. On one occasion Sam Houston went to New York 
City to talk with some financiers about getting finan- 
cial help for his state. After quite a discussion one of 
the men asked him why he talked so much about 
money; it seemed to be the only thing he was interest- 
ed in. The gentleman also said that he understood 
that the Old South was famous for its culture and art 
and why didn't he talk more about these. Mr. Houston 
responded that it is natural for everybody to be most 
interested in that which he has the least of. So it is 
with education. 

Financial support is just one phase of a well-round- 
ed alumni program. Guilford has a comprehensive 
effective alumni program; therefore, it is natural that 
at this time the alumni should take a step forward in 
the area which will give the college much-needed ad- 
ditional annual financial support. 

Experiences of others tell us that if members of 
the college family are to work together in the most 
effective way, they must discuss freely and fully every- 
thing of interest to any member of the family or to the 
college. This is the only way to stimulate additional 
interest in the college and to enable it to live up to its 
full potentiality. 

Guilford is fortunate to have an endowment and 
financial support from other sources that take care of 
its basic needs. If, however, it is to continue to grow 
in leadership, if it is to stimulate the students, if it is 
to produce young men and women who go into their 
respective communities and become responsible citi- 
zens and leaders, it must have funds over and above 
its present sources of income. No college can stand 
still; it must move forward. It is up to this generation 
to take up the challenge. 

"Don't ever dare to take your college as a matter 
of course, because, like democracy and freedom, many 
people you'll never know anything about have broken 
their hearts to get it for you." 2 

It is natural for a college to turn to its alumni and 
friends in the time of need but before it can do so 
other members of the family must be asked to indi- 
cate their degree of interest and willingness to parti- 

In our changing times the individual and society 
turns to higher education for answers to its problems. 
The colleges and universities are also inviting the 
alumni to help them solve theirs. Although it was only 
recently that alumni were told by many of their alma 
maters that they were not needed and were urged to 
organize and busy themselves with extra-curricula ac- 
tivities or peripheral programs. 

The period we have just been through in alumni 

2. Designs for Fund-Raising, page 200 

Page Fourteen 

Alumni Journal 

college relations has often been called the beer can, 
paper cap, hoorah age. 

If the alumni are to do an about-face, they must 
be given a place of priority in the family circle. They 
must be treated as a mature member of the family and 
invited to accept a full share of responsibility and 
leadership in the present and future. Their attention 
must be focused on education and its importance to 
society. A number of institutions have done this 
through visiting committees, membership on college 
committees, and by giving the official alumni repre- 
sentative an important integral position in the col- 
lege administration similar to that held by the repre- 
sentative of the faculty and students. The more fully 
this is done the greater response from the alumni. 

If a successful giant step forward by the alumni is 
to take place in order to increase the financial support 
of Guilford College, it will not be done by any one 
person or member of the college family. It must be a 
unified total family program. 

No matter how much Dr. Hobbs may feel the need 
for additional funds, he cannot do the job alone. No 
matter how enthusiastic the alumni officers of the 
alumni association may be, no matter how capable 
Mr. Wheeler and his associates may be, no matter 
how effectively or efficiently organized, no matter 
how skillfully the materials are prepared, neither can 
do the job alone. This holds true for the president of 
the alumni association, for the individual members of 
the board of trustees, for the dean of the college, fac- 
ulty members, and students. 

However, together a program can and will be suc- 

A giant step forward must be started at home. 
The chairman of the board of trustees and individual 
members including alumni and trustees must be will- 
ing to give proportionately of whatever means they 
have and to set an example for others. If these per- 
sons give $1,000 or $500 to the church and other causes 
in which they have a strong interest and at the same 
time give $5 to Guilford they have minimized the 
importance of Guilford, but if they give in proportion, 
then they have demonstrated the importance of Guil- 

If their giving is sacrificial, others will follow. The 
best fruit is at the top of the tree. People must be 
encouraged to reach out. Muscles are not developed 
by lack of use, but by stretching them. Giving pat- 
terns are developed the same way. 

The faculty must be willing to give, beginning 
with the dean and head of departments, for not only 
are their dollars important like the trustees' but the 
impact of their example and their interest is impossible 
to measure. 

A faculty member may say to himself, "Why 

should I give to Guilford College? Why should I give 
to help increase my salary or get better equipment in 
my department?" Of course, if he stopped to think, 
the answer is simple. The minister gives to his church 
and indirectly to his salary. So does the YMCA and 
YWCA executive secretary. In fact, I do not know of 
any person who serves his fellow man that does not 
give to the cause for which he is working and believes 
in. It is interesting to note that in those institutions 
that have strong programs above 50% of the faculty 
actively participate and give to the institution. 

The faculty member has a tremendous influence 
on former students. There are many students who will 
look through the list and see the name of a beloved 
faculty member and on seeing it will automatically 
say, "If Dr. Jones gives to this, surely I can do some- 
thing." If he doesn't see the name, he may say, "The 
college must not need the money very badly or Dr. 
Jones' name would have been on this list." In addi- 
tion if a faculty member gives he will have a tendency 
to speak up for the program and explain it to others. 
Just a few words from a faculty member occasionally 
during the years as to why an educated man or woman 
should support education in general and Guiford Col- 
lege in particular will do more than thousands of writ- 
ten words or pictures. He must make his decision in 
regard to his support of education just as he makes a 
decision as to whether or not he will give to the 
church, United Fund, Red Cross, or any other cause, 
and how much. 

Students should be given the opportunity and en- 
couraged to share in the program by making class gifts 
to the college and in developing scholarship and stu- 
dent incentive programs. Giving is habit-forming. All 
of us know we learned to walk before we learned to 
run. We must help our students to undertsand how 
much education needs them; therefore, we must ex- 
pose them as rapidly and completely as possible to 
this area of citizenship responsibility. 

Once the trustees, administration, faculty, and stu- 
dents are behind the program, the alumni are ready 
to take their place in the picture and give their full 
enthusiastic support. If they are working directly 
with the program in places of leadership such as the 
class agents and area workers, they must be given 
complete information about the college and work- 
shops held to improve techniques so they can inform 
their fellow alumni in as personal and attractive man- 
ner as possible. Often a handwritten sentence from 
one alumnus to another will produce more than all 
the facts that can be marshalled. 

Class agents, area workers, presidents of the class- 
es and others in places of leadership, must decide what 
they will do themselves and then ask others to join 

for February, 1967 

Page Fifteen 

them. It is strictly a selling job and must be done with 
ingenuity and gentle persuasion. 

Everybody likes to give; everybody likes to do 
something for somebody else; therefore, all that is 
being done in a program of this kind is opening ave- 
nues so that members of the college family may ex- 
press interest and enthusiastic support of Guilford to 
enable it to do the kind of job the family expects. 

The college family must find ways to inform its 
alumni and friends so they will understand the im- 
portance of giving proportioned annual financial 
support regardless of how much the total may be. If 
we can help them to think in terms of a living endow- 
ment, although they may not be able to endow the 
college with a million dollars, they can raise $50,000, 
which is five per cent and in many respects may be 
even better, for with proper TLC (tender, loving care) 
the annual fund will increase and so will the byprod- 

One has only to examine the programs of colleges 
and universities with strong annual giving funds to 
see that the by-products of gifts and grants from 
foundations, non-alumni, businesses, churches, be- 
quests and other sources show a rapid rate of increase 
and are equally important. 

Most educators agree that a strong annual giving 
program is essential to a college and is the founda- 
tion on which all fund-raising efforts rest, not only 
does it produce vitally needed unrestricted funds, but 
it opens old and new channels of communications. 

In developing the annual giving program it is im- 
portant that the alumni and friends of the college, 
including parents of students, should be reminded that 
no student ever pays the cost of his education. At Guil- 
ford College the student pays only 68%. The rest of the 
cost comes from endowment funds, gifts, grants, and 
other sources. If he only paid the difference in the 
cost of his education, it would be a step in the right 

The first question asked by foundations, corpora- 

tions, and others when invited to make a gift to a col- 
lege or university is, "What percentage of the alumni, 
faculty, and students and other members of the col- 
lege or university family are giving to the program, 
and how much?" Are those closest to it demonstrating 
their belief in the institution? If not, seldom does the 
foundation or corporation listen with much interest. 
Corporations have dramatically demonstrated this by 
setting up matching gift programs. There are now 
more than 280 of these, of which General Electric 
was the pioneer. 

If we examined the facts, we would probably find 
that the privately-supported colleges and universities 
could get along on endowments and other funds from 
present sources, but if they are to push back the edu- 
cational frontiers, it is the unrestricted additional 
funds diat will make it possible. 

Why do alumni and friends give to a college? They 
give because the college is doing a good job and be- 
cause it uses efficiently every dollar it has and needs 
more. The kind of job Guilford College is doing or 
has done is dramatically illustrated by the place Guil- 
ford College alumni occupy in the communities in 
which they live. 

May I remind the class agents, area chairmen, and 
others here today that your job is to tell your fellow 
alumni and friends of Guilford's need, its aims and 
aspirations and to open the avenues and channels 
through which they can express their tangible interest 
and participate more fully as a member of the college 
family. There is no magic — just plain, hard work. Five 
per cent inspiration and ninety-five per cent perspi- 

If the things we have talked about today are done, 
the years ahead will be the most exciting experience 
that the members of the Guilford College family have 
ever had. Not only will you get the dollars needed, 
but there will be a better understanding, a greater in- 
volvement, and Guilford's future will be assured. 

The address used here is the latest that we 
have in the Alumni Journal mailing list. If the 
addressee is away from home but has no other 
permanent address we suggest that you send 
this to him or her by first class mail. If the ad- 
dressee has moved or has a relatively stable 
address elsewhere please advise us or your 
postmaster of the correct address. 

Guilford College 
Greensboro, N. C. 27410 


Second class postage paid at 
Greensboro, N. C. 



Vol. LX April 1967 No. 4 

Raymond and Helen T. Binford Hall 

Clyde A. and Ernestine C. Milner Hall 

in this issue: 


a report on Federal support of higher education 
a comment by Guilford's V. Judson Wyskoff . . 

page 9 
page 26 

Raymond Binford 

Helen T. Binford 

Clyde A. MUner 

Ernestine C. Milner 

Dormitories Are Named For 
Binfords And Milners 

Guilford's two most recently constructed dormi- 
tories have been named the Raymond and Helen T. 
Binford Hall and the Clyde A. and Ernestine C. 
Milner Hall. Binford Hall is a modern women's 
dormitory completed in 1962 and has accomodations 
for 162 students and an apartment for a counselor. 
Milner Hall was also completed in the fall of 1962. 
It houses 256 men with apartments for two counselors. 

Raymond Binford was president of Guilford from 
1918 until 1934. He received the B.S. degree from 
Earlham College; the M.S. fom the University of 
Chicago; the Ph.D. from John Hopkins University. 
He taught biology at Guilford from 1901 through 
1914. He was President Emeritus from 1934 until 
his death June 27, 1951. He was noted for his great 
interest in science and for the establishment of the 
first core curriculum courses. 

Helen T. Binford received the A.B. degree from 
Earlham College. She taught English from 1925 until 
1927, and French from 1980 through 1932. She died 
on October 4, 1952. 

The Binford children are: Mrs. C. Lloyd Bailey 
of Scarsdale, New York; Dr. Richard T. Binford, 
Hagerstown, Maryland; Frederick Binford of Palo 
Alto, California; and Anna Naomi Binford Kirschner 
of Mill Valley, California. 

Clyde A. Milner received the A.B. from Wilming- 
ton College, Ohio; the A.M. from Haverford College; 
the B.D. and the Ph.D. from Hartford Theological 
Seminary; LL.D. from Harvard College. He came to 

Guilford in 1930 and taught philosophy and was 
Dean of the College from 1930 until 1934, when he 
became President and Professor of Philosophy. He 
is noted for expanding and developing the core cur- 
riculum and for the construction of buildings on 
campus. During his administration two additions 
were made to the library; a modern front wing was 
added to King Hall, the principal classroom build- 
ing; the gymnasium was built; also built were Shore 
Hall, a dormitory for women; the John Gurnev 
Frazier Apartments for faculty and married students; 
the Dana houses for faculty and married students, 
the College Union; English Hall, a dormitory for 
men; Dana Auditorium, housing the departments of 
religion and music, with auditorium seating facilities 
for 1,000; Binford Hall; the Administration Building 
and Dana Science Hall at the Downtown Campus, 
501 West Washington Street; the Armfield Athletic 
Center; and Milner Hall. 

Ernestine C. Milner received the A.B. and B.S. 
degrees from Miami University, Ohio; the M.A. from 
Wellesley. She came to Guilford in 1930 to teach 
psychology and philosophy, and also served as 
Director of Personnel Work and Dean of Women. She 
retired in July, 1965 (as did Dr. Milner) as Professor 
and head of the Department of Psychology. Mrs. 
Milner was active in many civic affairs, especially 
Altrusa which she served as international president. 
Dr. Milner was also active in civic affairs, a Rotarian, 
and has held many regional and national positions 
as an educational advisor. Both Binford Hall and 
Milner Hall were part of the Charles A. Dana Chal- 
lenge Program completed in December of 1964 and 
representing a total of $2,250,000. 

Both Clyde and Ernestine Milner hold emeritus 
status, he as President of the College and Professor of 
Philosophy, and she as Professor of Psychology. 

Page Two 

Alumni Journal 

Dr. Frank P. Graham Is 
Commencement Speaker 

The principal speaker at Guilford's commencement 
exercises on Sunday, May 28, in Charles A. Dana 
Auditorium, will be Dr. Frank Porter Graham, who 
since 1951 has been die United Nations representative 
for India and Pakistan. Dr. Graham has had a Ions 
and distinguished career as an educator, university 
administrator, government counselor, and statesman. 
He was a professor at the University of North Caro- 
lina at Chapel Hill from 1914-1930, except for two 
years in the United States Marine Corps during 
World War I. He became president of the University 
of North Carolina in 1930 and served in that capacity 
until 1949. During World War II he was a Public 
Member of the National War Labor Board and was 
the first Chairman of the Board of the Oak Ridge 
Institute for Nuclear Research. During 1947-1948 
Dr. Graham was the United States representative on 
the United Nations Committee of Good Offices in 
the Dutch-Indonesian Dispute. He served as United 
States Senator from North Carolina from 1949-1950 

This year Guilford College's commencement exer- 
cises will be confined to a single day. At present there 
are 204 candidates for degrees in the class of 1967. 

Dr. Purdom and Dr. Aiken 
Are First Dana Professors 

Dr. E. Garness Purdom, Professor of Physics, and 
Dr. Lewis R. Aiken, Jr., Professor of Psychology, 
have been named as the first Charles A. Dana Pro- 
fessors at Guilford College. Both Dana Professors 
are department chairmen. 

The new professorships were made possible by 
two recent grants from the Charles A. Dana Foun- 
dation of Bridgeport, Connecticut. This foundation, 
founded by the noted industrialist and philanthropist 
whose name it bears, has made contributions of 
major proportions to Guilford College since 1958. 
Income from the new grants will be used to supple- 
ment the salaries of teachers selected as Dana Pro- 
fessors. Each grant is in the amount of $125,000, and 
each is expected to be matched within three years 
by contributions from other sources. 

Dr. Purdom has been at Guilford College since 
1927 and is highly regarded as both a theoretical and 
a practical physicist. He received the A.B. degree 
from Centre College, Kentucky, the M.S. from the 
University of Chicago, and the Ph.D. fom the Uni- 
versity of Michigan. In addition to physics, he has 
taught mathematics and natural science at Guilford. 
Dr. Purdom is married to the former Agnes Hollins. 
Their three children are: Susie Purdom Arnell, Eva 
K. Ingle, and Eugene W. Purdom. 

Dr. Aiken is now in his second year at Guilford 
College. He received the B.S. and M.A. from Florida 
State University; attended Emory University, where 
he was a University Fellow; and received the Ph.D. 
from the University of North Carolina. He has served 
as a teacher at Trinity University, Western Washing- 
ton State College, and at the University of North 
Carolina. His experience also included work in psy- 
chological research in the Navy electronics laboratory 
in San Diego, California. He is a member of a num- 
ber of professional organizations and the author of 
seven scholarly papers, numerous articles, and a book: 
A Survey of General Psychology. A second book is in 
preparation. Dr. Aiken is married to the former Doro- 
thy Ree. Their children are Christopher Robin and 
Timothy Andrew. 

for April, 1961 

Page Three 


Published monthly by Guilford College, Greensboro, 

North Carolina. Second class postage paid at the 

post office at Greensboro, North Carolina 27410 

Alumni Journal Number 


David W. Morrah. Jr. 


David Nicholson '50 

Alumni Association Officers, 1965-66 

President John Haworth '47 

Vice-President Elizabeth Gilliam Parker '37 

Secretary Gene S. Key '51 

Treasurer Marion Ralls '48 

Executive Committee: Alice White Mendenhall '08, Sara 
Richardson Haworth '17, Hazel Armstrong Valentine 
'17, Waldo Woody '33, Seth C. Macon '40, Doris Coble 
Kimmel '46, Mary Nell Parker '59, Jack Tilley '49, 
George Ralls '50, J. Howard Coble '53, Emily War- 
rick Privott '56, William B. Smith '60. 

Executive Committee, Ex Officio: Katherine C. Ricks '04, 
Era Lasley '13, Charles C. Hendricks '40, John Googe 

Hendricks Becomes Special 
Assistant to President 

Charles C. Hendricks has been appointed to the 
new position of Special Assistant to the President of 
Guilford College and Robert A. Newton, Assistant 
Professor of Education, will succeed Hendricks as Di- 
rector of Admissions. 

Both appointments are effective June 1. 

Hendricks' responsibilities will include acting as 
liaison officer for the president in maintaining closer 
contact with activities of the Alumni Secretary, the 
Director of Admissions and the Director of College- 
Quaker Relations. He also will coordinate visits of 
various groups to the campus, supervise arrangements 
for official college social events, maintain contact with 
certain local, state and national organizations and co- 
ordinate special projects related to the president's of- 

Newton's duties as Director of Admissions will in- 
clude all normal admissions office functions and super- 
vision of recruitment of outstanding high school and 
prep school students. 

President Hobbs said, "Charles Hendricks has 
served effectively and loyally as Director of Admis- 
sions and I am pleased to announce his acceptance of 
this new responsibility. For the past two years, I have 

been aware of the need for the establishment of this 
position. Appointment of Charles Hendricks will great- 
ly strengthen the administration of the college. Robert 
Newton has accepted an appointment to which he will 
bring vigor and enthusiasm." 

Hendricks, a native of Guilford County, received his 
A.B. degree from Guilford in 1949. He is a member of 
the executive committee of the American Friends Serv- 
ice Committee and the North Carolina High School- 
College Relations Committee. He is chairman of the 
board of directors of Quaker Lake and clerk of the 
Springfield Monthly Meeting Ministry and Council. 

Newton, also a Greensboro native, was educated in 
the public schools of Winston-Salem. He received his 
A.B. degree from Guilford in 1958 and a master of edu- 
cation degree from UNC-G in 1966. 

While at Guilford he was an outstanding student 
leader and scholar and was elected to Who's Who in 
American Colleges and Universities. He has taught in 
the Baltimore, Md., and Greensboro high schools and 
came to Guilford from the position of assistant prin- 
cipal of Page High School here. He is an elder of First 
Moravian Church, a delegate to the Provincal Synod. 
Sunday school superintendent and secretary of the 
Board of trustees. 

Faculty Promotions 

President Grimsley T. Hobbs has announced the 
promotion of six Guilford College faculty members. 
Five of them are promoted from Instructor to Assistant 
Professor: Annie B. Bell, whose field is education and 
who is married to Charles Owen Bell of 504 Willow- 
brook Drive; Joyce Perry Clark, whose field is physical 
education and who is married to John C. Clark of 
Route 3, Siler City; Robert Johnson, whose field is 
sociology, and who lives at Guilford College; Gwen 
Reddeck, whose field is education and who lives in 
High Point; and John O. Rundell, whose field is bi- 
ology and who lives with Mrs. Rundell and their two 
children at 5712 Friendswo :1 Drive. 

Promoted from Associate Professor to Professor of 
Psychology is Dr. Frances Jacobson Norton, who lives 
with her husband, Clyde Dewitt Norton, at 1104 
Montpelier Drive. The Nortons have two children. 

The promotions are effective June 1, 1967. 

Page Four 

Alumni Journal 


I ■ 

"Bill" Smith 


Plans For 


Alumni Day 

Guilford College Alumni Day '67 will be highlighted 
by the dedication of Guilford's two new dormitories, 
according to William B. Smith '60, Alumni Day Chair- 

Dedication ceremonies for two new dormitories will 
be included in the program at the traditional Reunion 
Luncheon, and open house will be observed at both 
Binford Hall and Milner Hall from 4:00-5:00 p.m. 

The chairman announced that special invitations 
to the event have been sent to Dr. and Mrs. Milner 
and to members of the Binford family. 

Other features of Alumni Day will be the presen- 
tation of the Distinguished Alumni Award, the Kev 
Senior Award, reports from President Hobbs and 
Alumni President John Haworth, the honoring of the 
•50th anniversary class (1917), and the roll call of 
reunion classes. 

Reunion classes include the following: 

Special: 50-year group, 50th anniversary class 
(1917 J. 25th anniversary class (1942), 10th anni- 
versary class (1957), 1st 
Regular Reunion classes: 
'45, '44; '28, '27, '26, '25. 

Chairman Smith stated 
union classes, and their friends, are also cordially 
invited to attend the event. 

anniversary class (1966). 
'62, '61. '60, '59; '47, '46, 

that alumni from non-re- 



a.m. Registration — Founders Hall 


noon Reunion Luncheon — Founders 



Class Meetings 


Guilford College Quaker Club 

Alumni Gymnasium 


Open House 

Milner Hall 

Binford Hall 

Proposed Constitution 







be to promote and encourage fellowship and friend- 
ship among its members; to foster good will on the 
part of its members and others towards Guilford 
College; and in general to aid and assist Guilford 
College through carrying out such projects and under- 
takings as the Association shall from time to time 
adopt. For all purposes the term "Guilford College" 
as used in this Constitution shall include all divisions 
of Guilford College. 


(a) All graduates of Guilford College and all 
former students who attended Guilford College for 
at least one full semester or attained twelve (12) 
hours of credit in courses taught at Guilford College 
shall be members of the Association. 

(b) Full-time administrative officers and members 
of the faculty of Guilford College who do not other- 
wise qualify as members of the Association shall be 
honorary members of the Association. 

( c ) All members of the Association shall be entitled 
to vote upon any matter of business at any annual or 
special meeting of the Association and to receive 
widiout cost the Guilford College Alumni Journal 
and other official publications of the Association. 

(d) No dues shall be charged as a prerequisite to 
membership in the Association. 



(a) The management of the affairs of the Associa- 
tion shall be vested in a Board of Directors which 
shall be comprised of twenty (20) members and in 
additional all honorary life directors then living. The 
Directors shall have the power and authority to 

for April, 1967 

Page Five 

transact all matters of business not specifically re- 
served to the membership in this Constitution. 

(b) The President, President-elect, immediate past 
President, Vice-Presidents, Secretary and Treasurer 
shall be ex officio members of the Board of Directors 
and shall each be entitled to vote upon all matters 
of business transacted bv the Board of Directors. 


(c) Twelve (12) additional Directors shall be 
elected by the members. Except when elected to serve 
the remainder of an unexpired term, Directors shall 
be elected to serve a term of three (3) years. Four 
(4) Directors shall be elected for three (3) year 
terms each year, and during the first two (2) years 
after adoption of this Constitution, members elected 
at large to the former Executive Committee of the 
Association shall be deemed Directors of the Associ- 
ation and serve in that capacity the terms for which 
they were elected. 

(d) The Board of Directors may elect honorary 
life Directors of the Association but there shall be no 
more than five (5) living honorary life Directors at 
any one time. Era Lasley, Charles Hendricks and 
Katherine C. Ricks, heretofore elected honorary life 
members of the former Executive Committee of the 
Guilford College Alumni Association, shall become 
honorary life Directors of the Association upon the 
adoption of this Constitution. Honorary life Directors 
shall be entitled to vote upon all matters of business 
coming before the Board of Directors. 

(e) In the event of the death or resignation of 
any Director elected by the Association, no successor 
shall be chosen until the next annual election of the 
Association, at which time a successor shall be elected 
to fill the unexpired term, if any. 

(f) A quorum for transaction of business at any 
regular or special meeting of the Board of Directors 
shall consist of one (1) more than one-half (1/2) 
the number of directors, including honorary life Di- 



(a) The officers shall be the president, immediate 
past president, president elect, three (3) vice-presi- 
dents, a secretary and treasurer. 

(b) The president elect shall be elected by the 
members for a term of one (1) year, shall serve ex 
officio as chairman of the Guilford College Loyaltv 
Fund Campaign during his term in office as president- 
elect, and shall automatically succeed to the office of 
president upon the expiration of the president's one- 
year term of office or upon the death or resignation 

of the president. If the president-elect succeeds to 
the office of the president by reason of the death or 
resignation of the president, he shall serve as presi- 
dent during the unexpired term of his predecessor 
and an additional term of one ( 1 ) year. The president- 
elect shall act as president at all meetings of the 
Board of Directors and of the Association from which 
the president is absent. 

( c ) The president shall serve for a term of one ( 1 ) 
year (except as provided in paragraph (b) above), 
shall preside at all meetings of the Board of Director* 
and of the Association, shall have general supervision 
over the activities of die Association in carrying out 
the objectives, goals and policies of the Association 
as adopted by its Directors and membership, shall 
appoint members of all Committees, subject to the 
approved of the Directors except as otherwise pro- 
vided in this Constitution, and perform such otiier 
duties as may be assigned to him by the Board of 
Directors. For the first year during which this Con- 
stitution is in effect only, the President shall be elected 
by the members for a term of one (1) year. There- 
after, the president-elect shall succeed to the office 
of president upon expiration of his term in office as 

(d) In the event of the death of the president 
while by reason of death or resignation there is no 
president-elect, or in the event of the death or 
resignation of the president-elect before succeeding 
to the office of president, a successor shall be elected 
by the Board of Directors. The successor so elected 
shall serve in all respects in the same manner as if 
he had been elected by the members instead of his 

(e) Three (3) vice-presidents shall be elected by 
the members each year for terms of one (1) year 
each. One such vice-president shall be selected from 
a class which graduated not less than fifty (50) years 
before the effective date of the election. One such 
vice-president shall be selected from a class which 
graduated less than fifty (50) years but not less than 
twenty (20) years before the effective date of such 
election. One such vice-president shall be selected 
from a class which graduated less than twenty (20) 
years before the effective date of such election. In 
addition to serving as ex officio members of the Board 
of Directors, the vice-presidents shall perform such 
duties as may be assigned to them by the Board of 

(f) The secretary shall be the person employed by 
Guilford College as Alumni Secretary and shall be 
employed for that purpose upon the recommendation 
and approval of the Board of Directors. The Secre- 

Pd'^e Six 

Alumni Joubvai 

tary shall serve at the pleasure of the Trustees of 
Guilford College and the Board of Directors, shall 
report to the college within the administrative frame- 
work, and shall be paid a salary for his services as 
set in the budget of Guilford College. The Secretary 
shall be custodian of all records of the Association, 
record the minutes of all meetings, and shall perform 
such other tasks as may be assigned to him by the 
Board of Directors. 

(g) The Treasurer shall be appointed by the 
President with the approval of the Board of Directors 
for a term of one (1) year. The treasurer shall be 
custodian of the funds of the Association and shall 
perform such other duties as may be assigned to 
him by the Board of Directors. In die event of the 
death or resignation of the treasurer a successor shall 
be similarly appointed to complete the unexpired 

(h) There shall be an Executive Committee of 
the Board of Directors which shall be comprised of 
the president, president-elect, immediate past presi- 
dent, secretary and treasurer. The Executive Com- 
mittee shall be empowered to act at times when the 
Board of Directors is not in session upon such matters 
as the Board of Directors may delegate. 



(a) A nominating committee composed of three 
(3) members shall be appointed each year by the 
President subject to the approval of the Board of 
Directors. It shall be the duty of the nominating 
committee to nominate two (2) members of the Asso- 
ciation as candidates for each office to be filled. The 
names of candidates so nominated shall appear on 
the ballot to be submitted to members of the Asso- 

(b) Additional nominations for any office may be 
made upon petition signed by not less than fifty (50) 
members of the Association and delivered to the 
secretary on or before April 1 next preceding the 
election for which such nomination is made. 

(c) Ballots containing the names of all nominees 
shall be submitted to the membership by mail on or 
before May 1 of the year in which the election is 
held and all ballots must be delivered to the elections 
committee on or before May 25 next succeeding in 
order to be eligible for counting. 

(d) Only one ballot shall be mailed to each mem- 
ber and no member shall be entitled to more than one 
( 1 ) vote in any election. 

(e) An election committee consisting of three (3) 
members shall be selected each year and shall be 
responsible for preparing the ballots for mailing, 
counting the ballots voted, and determining and 
announcing the results of the election. The secretary 
shall be a member of the elections committee ex 
officio and two additional members shall be ap- 
pointed by the president subject to the approval of 
the Board of Directors. 



In addition to the committee for which specific 
provision is made in this Constitution, special com- 
mittees may be appointed by the president subject 
to the approval of the Directors to carry out specific 


Association Meetings 

The annual meeting of the Association shall be 
held each year on Saturday next preceding commence- 
ment exercises of Guilford College. For all purposes 
hereunder the year of the Association shall commence 
on June 1 and end on May 31 of the calendar year 
next succeeding. A quorum for transaction of business 
at any regular or special meeting of the Association 
shall be fifty (50) members. Special meetings of the 
Association may be called by the Board of Directors 
and may be held upon two (2) weeks advance notice 
by mail to all members, notice of such special meet- 
ing to state the nature of the business to be con- 



Amendments to the Constitution can be made by 
two-thirds (2/3) vote of the entire Board of Directors 
after publication of notice as to the proposed amend- 
ment in the Alumni Journal, which notice shall state 
the date upon which action will be taken by the 
Board of Directors as to such proposed amendment. 
Interested members of the Association shall be given 
an opportunity to be heard at the meeting of the 
Board of Directors which acts upon such proposed 
amendment. Such meeting shall not be held less 
than thirty (30) days after the date of publication 
of the Alumni Journal in which notice of such proposed 
amendment and meeting of the Board of Directors to 
consider same appears. This Constitution can also be 
amended by two-thirds (2/3) vote of the members 
present at any special or annual meeting at which 

for April, 1967 

Page Seven 

notice of such meeting and the proposed amendment 
has been given in the Alumni Journal published not 
less than thirty (30) days before the date of such 


The expenses of opeation incurred by die Associ- 
ation shall be paid through the annual budget of 
Guilford College as an expense of Guilford College 
and the procedures with respect thereto as set forth 
in the administrative manual of the Trustees of Guil- 
ford College shall be observed. 

Guilford College Loyalty Fund 

The Association shall each year sponsor and conduct 
an alumni annual giving campaign which shall be 
known and designated as The Guilford College Loy- 
alty Fund. All contributions thereby obtained shall 
be paid to Guilford College, and unless otherwise 
specified by the donors, all such contributions shall 
be added to the operating budget of Guilford College 
to be used at the discretion of the Board of Trustees 
of Guilford College. 


Effective Date 

This Constitution shall become effective June 1, 
1967 upon its adoption by the Guilford College 
Alumni Association and upon its approval bv the 
Board of Trustees of Guilford College. 

With Guilfordians Everywhere 

Roger '58 and Frances Evans '59 Redman announce 
the birth of their third daughter, Laura Lane, Janu- 
ary 18, 1967. Roger is employed by Founders Furni- 
ture Company in Pleasant Garden, N. C. 

James P. '59 and Clair Smith announce the birth of 
a daughter, Kathy Lynne, on July 11, 1966. Jim is 
associated with the McLean Trucking Company, 
Louisville, Ky. 

Rill '60 and Betty Lou Chilton '60 Rierson are the 
proud parents of a son, William Frank III ("Chip"), 
who was born August 25, 1966. 

Warren Byers Watkins III, and his sister Mary 
Elfreth are the children of Warren '58 and Man- 
Helen Watkins who now live in Durham, N. C, where 
Warren is vice-president and secretary of the J. M. 
Mathes Company, Inc., wholesale distributors. The 
newest addition to the Watkins family is Susan Banks 
who arrived December 9, 1966. 

Tom '60 and Lillian Bttrroic '61 O'Briant became 
the proud parents of a son, Patrick Marvin, on July 
28, 1966. Tom has been made a partner in the law 
firm of Miller, Beck and O'Briant. 

Bill Allen '65 received his M.A. degree in education 
from Temple University, Philadelphia, Pa., February 
11, 1966, and is now on the teaching staff at the 
Woods Schools in Langhorne, Pa. 

Boh Sharpless '65 has accepted a two-year assign- 
ment as a field worker with the American Friend- 
Service Committee's community development pro- 
gram in San Luis, Coyotzingo, Mexico. 

I. B. Sotitherhmd 111, '65 is now a 2nd lieutenant 
assigned for flying duty at Stuart Air Force Base, 
Tenn. Commissioned last year upon completion of 
Officer Training School at Lackland Air Force Base. 
Texas, Southerland was married on December 28, 
1966, to Carol Ann Weidner of Bethlehem, Pa. 

Among 180 who received graduate degrees from 
Lehigh University during Founders Day activities 
October 9 was Paul C. Knight, Jr. '65. Paul received 
his M.A. degree in English. 

Page Eight 

Alumni Journal 


Guilford College 

in Danger of 

Being Remade 

in the 


Federal Image: 

Some people — including many of our alumni and 
friends — think so. They can't believe it is possible for 
the government to spend, overall, more than $4 
billion a year on the nation's campuses without de- 
manding a lot in return — Guilford's freedom, for 

McGeorge Bundy, who last month completed his 
first year as president of the Ford Foundation, made 
these remarks for an interview reported recently in 
the Chronicle of Higher Education: 

"The size of the federal government's effort [in the field 
of higher education] gives it enormous importance. But 
we are not at all hostile to the growth of federal activity. 
We believe in it. I certainly believe in it as an individual 
and I think our board as a whole would be affirmative 
about the federal effort." 

Other alumni and friends may feel sure, with all 
that federal money around, that there's no longer 
any need for private contributions to our colleges 
and universities. They're sadly mistaken, of course, 
but fortunately few in number, for alumni, parents- 
of-students and friends have been responding to the 
challenge of a significantly new program of annual 
giving— the 1966-1967 Guilford College Loyalty Fund. 

There is the argument that federal and state funds 
are spread effectively to the most urgent and recog- 
nized needs of our society. Others suggest that this 
is not true, at least in the support of our educational 
programs — that there may result a blurring of the 

for April, 1967 

distinction between public and private initiative in 
our society. Responding to government aid to public 
higher education on the state level, Dr. Henry W. 
Littlefield, president of the University of Bridgeport, 
said earlier this year that his state's plans for public 
higher education expenditure were "deserving of more 
than the casual acquaintances of our citizens." Dr. 
Littlefield went on to say: 

"Wise decisions can be made only if leading citizens and 
legislators are more knowledgeable of the basic needs of 
the State and the total resources, both private and public 
that are available to serve higher education. Such a pro- 
gram must be approached through educational statesman- 
ship of the highest order and not through pressure groups 
— either politically — or educationally oriented." 

American education is decentralized, unlike systems 
of most other countries. There is no national uni- 
versity for the United States. The Constitution does 
not give the federal government direct power con- 
cerning education, but under its various sections an 
involvement in education has been justified. Only 
in this decade has federal financial assistance in 
sizable proportions become a reality. The North 
Carolina Board of Higher Education's Biennual Re- 
port, 1965-1967 points out that the following federal 
legislation concerning education has been enacted 
since mid-1963: 

Adult Education Act 

Allied Health Professions Personnel and Training Act of 1966 

Appalachia Regional Act 

Assistance for Public Schools Affected by Major Disasters 

Assistance for School Construction in Certain Impacted Areas 

Outside the Continental Limits, and Teachers in Dependents' 

Captioned Films for the Deaf 
Civil Rights Act of 1964 
Cooperative Research Act 
Economic Opportunity Act of 1964 
Economic Opportunity Amendments of 1965 
Elementary and Secondary Education Act of 1965 
Elementary and Secondary Education Amendments of 1966 
Health Professions Education Asisistance Act of 1963 
Health Professions Education Assistance Amendments for 1965 
Higher Education Facilities Act of 1963 
Higher Education Act of 1965 
Higher Education Amendments of 1966 
International Education Act 

Juvenile Delinquency and Youth Offenses Control Act of 1964 
Juvenile Delinquency and Youth Offenses Control Act of 1965 
Library Services and Construction Act 
Loans to Students of Optometry 

Manpower Development and Training Act of 1963 
Manpower Development and Training Act of 1965 
Mental Retardation Facilities and Community Mental Health Centers 

Construction Act of 1963 
Mental Retardation Facilities and Community Mental Health Centers 

Construction Act Amendments of 1965 
Mutual Educational and Cultural Exchange Act 
National Arts and Cultural Development Act of 1964 
National Foundation on the Arts and the Humanities Act of 1965 
National Defense Education and Federally Affected Areas Acts of 

National Technical Institute for the Deaf Act 
National Vocational Student Loan Insurance Act of 1965 
Nurse Training Act of 1964 
State Technical Services Act of 1965 
Training Teachers of the Handicapped 
Vocational Education Act of 1963 

In his "Message on Education and Health in 
America," sent to Congress on February 28, President 

Page Nine 





1000 -- 


500 -- 

250 -" 



Higher Education Activities 

Higher Education Facilities Construction 

National Defense Education Ad (Titles II, IV, VB, VI, XI) 

Arts & Humanities Institutes, Foreign Language Training and Area Studies 

Land - Grant Colleges & Universities 


111.7 147.7 


1956 1957 1958 1959 1960 1961 1962 1963 1964 1965 1966 1967 
Source: The Chronicle of Higher Education, December 2), 1966 


Source: National Center for Educational Statistics, U.S. 
Office of Education, Washington, D.C. 

— A 71 per cent increase in students getting bachelor's 
degrees, up from 535,000 to 899,000. 

— Almost twice as many persons getting master's de- 
grees, from 111,000 to 210,000. 

— Twice as many persons getting doctoral degrees, from 
15,300 to 31,900. 

— An 89 per cent increase in total spending by colleges 
and universities, from $11.9 billion to $22.5 billion. 

— A 74 percent increase in students seeking degrees at 
colleges and universities, up from 5 million in the fall of 
1964 to 8.7 million in the fall of 1974. 

A picture of growth is also depicted in elementary and 
secondary schools. For example: 

— A 13.5 per cent increase in enrollments at public and 
private elementary and secondary schools, from 48.1 mil- 
lion in 1964 to 54.6 million in 1974. 

— A 25.9 per cent increase in public and private high 
school graduates, from 2.7 million to 3.4 million. 

— An increase of 507,000 public and private elemen- 
tary and secondary school teachers, from 1.9 million to 2.4 

— A 47 per cent increase in expenditures for elementary 
and secondary schools, from $26.1 billion to $38.4 billion 
in the 1974-75 school year. 

The projections indicate that in 1974, the number of 
high school students will have more than doubled, and the 
number of degree-seeking college students will have more 
than tripled the 1954 totals. A decade from now, an esti- 
mated 16.4 million students will be in high school. 

Johnson said: "I believe that future historians, when 
they point to the extraordinary changes which have 
marked the 1960's, will identify a major movement 
forward in American education." The extent of federal 
movement is graphically illustrated on the next page, 
and the accompanying statistical projections point out 
the need for future assistance — both from public and 
private sources. 


This report is called "Life With Uncle" — Sam, that 
is. And it tells the story of how federal support of 
higher education is affecting all of America's colleges 
and universities, including those whose intake of 
dollars from Washington is virtually nil. 

Like these introductory remarks, the report is 
neither "pro" nor "con" federal aid. But it does present 
the pro's and con's cited by people who do have strong 
feelings about the growing Washington role in edu- 

Dr. V. Judson Wycoff, Professor of Economics at 
Guilford and chairman of this department, follows 
the report with a statement representing his opinion 
regarding Guilford's participation in receiving and 
applying for federal aid — now and in the future. 

T. A. Wheeleb, Jr. 
Director of Development 

Page Ten 

Alumni Journal 


T ▼ HAT ' 

America's colleges and universities, 

recipients of billions in Federal funds, 

have a new relationship: 

with Uncle 

hat would happen if all the Fed- 
eral dollars now going to America's colleges and 
universities were suddenly withdrawn? 

The president of one university pondered the ques- 
tion briefly, then replied: "Well, first, there would 
be this very loud sucking sound." 

Indeed there would. It would be heard from 
Berkeley's gates to Harvard's yard, from Colby, 
Maine, to Kilgore, Texas. And in its wake would 
come shock waves that would rock the entire estab- 
lishment of American higher education. 

No institution of higher learning, regardless of its 
size or remoteness from Washington, can escape the 
impact of the Federal government's involvement in 
higher education. Of the 2,200 institutions of higher 
learning in the United States, about 1 ,800 partici- 
pate in one or more Federally supported or spon- 
sored programs. (Even an institution which receives 
no Federal dollars is affected — for it must compete 
for faculty, students, and private dollars with the 
institutions that do receive Federal funds for such 

Hence, although hardly anyone seriously believes 
that Federal spending on the campus is going to stop 
or even decrease significantly, the possibility, how- 
ever remote, is enough to send shivers down the na- 
tion's academic backbone. Colleges and universities 
operate on such tight budgets that even a relatively 
slight ebb in the flow of Federal funds could be 
serious. The fiscal belt-tightening in Washington, 
caused by the war in Vietnam and the threat of in- 
flation, has already brought a financial squeeze to 
some institutions. 

A look at what would happen if all Federal dollars 
were suddenly withdrawn from colleges and univer- 
sities may be an exercise in the absurd, but it drama- 
tizes the depth of government involvement: 

► The nation's undergraduates would lose more 
than 800,000 scholarships, loans, and work-study 
grants, amounting to well over $300 million. 

► Colleges and universities would lose some $2 bil- 
lion which now supports research on the campuses. 
Consequently some 50 per cent of America's science 
faculty members would be without support for their 
research. They would lose the summer salaries which 
they have come to depend on — and, in some cases, 
they would lose part of their salaries for the other 
nine months, as well. 

► The big government-owned research laboratories 
which several universities operate under contract 
would be closed. Although this might end some 
management headaches for the universities, it would 
also deprive thousands of scientists and engineers 
of employment and the institutions of several million 
dollars in overhead reimbursements and fees. 

► The newly established National Foundation for 
the Arts and Humanities — for which faculties have 
waited for years — would collapse before its first 
grants were spent. 

► Planned or partially constructed college and uni- 
versity buildings, costing roughly $2.5 billion, would 
be delayed or abandoned altogether. 

► Many of our most eminent universities and medi- 
cal schools would find their annual budgets sharply 
reduced — in some cases by more than 50 per cent. 
And the 68 land-grant institutions would lose Fed- 


A partnership of brains, money, and mutual need 

eral institutional support which they have been re- 
ceiving since the nineteenth century. 
► Major parts of the anti-poverty program, the new 
GI Bill, the Peace Corps, and the many other pro- 
grams which call for spending on the campuses would 



Spender" in the academic world. Last year, Wash- 
ington spent more money on the nation's campuses 
than did the 50 state governments combined. The 
National Institutes of Health alone spent more on i 
educational and research projects than any one 
state allocated for higher education. The National 
Science Foundation, also a Federal agency, awarded 
more funds to colleges and universities than did 
all the business corporations in America. And the 
U.S. Office of Education's annual expenditure in 
higher education of $1.2 billion far exceeded all 
gifts from private foundations and alumni. The 
$5 billion or so that the Federal government will 
spend on campuses this year constitutes more than 
25 per cent of higher education's total budget. 

About half of the Federal funds now going to 
academic institutions support research and research- 
related activities — and, in most cases, the research is 
in the sciences. Most often an individual scholar, 
with his institution's blessing, applies direcdy to 
a Federal agency for funds to support his work. A 
professor of chemistry, for example, might apply to 
the National Science Foundation for funds to pay for 
salaries (part of his own, his collaborators', and his 
research technicians'), equipment, graduate-student 
stipends, travel, and anything else he could justify 
as essential to his work. A panel of his scholarly 
peers from colleges and universities, assembled by 
NSF, meets periodically in Washington to evaluate 
his and other applications. If the panel members 
approve, the professor usually receives his grant and 
his college or university receives a percentage of the 
total amount to meet its overhead costs. (Under 
several Federal programs, the institution itself can 

Every institution, however small or remote, feels the 
effects of the Federal role in higher education. 

request funds to help construct buildings and grants 
to strengthen or initiate research programs.) 

The other half of the Federal government's ex- 
penditure in higher education is for student aid, for 
books and equipment, for classroom buildings, labo- 
ratories, and dormitories, for overseas projects, and 
— recently, in modest amounts — for the general 
strengthening of the institution. 

There is almost no Federal agency which does not 
provide some funds for higher education. And there 
are few activities on a campus that are not eligible 
for some kind of government aid. 


learly our colleges and universities now 
depend so heavily on Federal funds to help pay for 
salaries, tuition, research, construction, and operat- 
ing costs that any significant decline in Federal sup- 
port would disrupt the whole enterprise of American 
higher education. 

To some educators, this dependence is a threat to 
the integrity and independence of the colleges and 
universities. "It is unnerving to know that our sys- 
tem of higher education is highly vulnerable to the 
whims and fickleness of politics," says a man who 
has held high positions both in government and on 
the campus. 

Others minimize the hazards. Public institutions, 
they point out, have always been vulnerable in this 

Copyright 1967 by Editorial Projtctsjor Education, Inc. 

sense — yet look how they've flourished. Congress- 
men, in fact, have been conscientious in their ap- 
proach to Federal support of higher education; the 
problem is that standards other than those of the 
universities and colleges could become the deter- 
mining factors in the nature and direction of Federal 
support. In any case, the argument runs, all aca- 
demic institutions depend on the good will of others 
to provide the support that insures freedom. Mc- 
George Bundy, before he left the White House to 
head the Ford Foundation, said flatly: "American 
higher education is more and not less free and strong 
because of Federal funds." Such funds, he argued, 
actually have enhanced freedom by enlarging the 
opportunity of institutions to act; they are no more 
tainted than are dollars from other sources; and the 
way in which they are allocated is closer to academic 
tradition than is the case with nearly all other major 
sources of funds. 

The issue of Federal control notwithstanding, 
Federal support of higher education is taking its 
place alongside military budgets and farm subsidies 
as one of the government's essential activities. All 
evidence indicates that such is the public's will. 
Education has always had a special worth in this 
country, and each new generation sets the valuation 
higher. In a recent Gallup Poll on national goals, 
Americans listed education as having first priority. 
Governors, state legislators, and Congressmen, ever 
sensitive to voter attitudes, are finding that the im- 
provement of education is not only a noble issue on 
which to stand, but a winning one. 

The increased Federal interest and support reflect 


another fact: the government now relies as heavily 
on the colleges and universities as the institutions 
do on the government. President Johnson told an 
audience at Princeton last year that in "almost every 
field of concern, from economics to national security, 
the academic community has become a central in- 
strument of public policy in the United States." 
Logan Wilson, president of the American Council 
on Education (an organization which often speaks 
in behalf of higher education), agrees. "Our history 
attests to the vital role which colleges and universities 
have played in assuring the nation's security and 
progress, and our present circumstances magnify 
rather than diminish the role," he says. "Since the 
final responsibility for our collective security and 
welfare can reside only in the Federal government, 
a close partnership between government and higher 
education is essential." 


-he partnership indeed exists. As a re- 
port of the American Society of Biological Chemists 
has said, "the condition of mutual dependence be- 



tween the Federal government and institutions of 
higher learning and research is one of the most 
profound and significant developments of our time." 

Directly and indirectly, the partnership has pro- 
duced enormous benefits. It has played a central 
role in this country's progress in science and tech- 
nology — and hence has contributed to our national 
security, our high standard of living, the lengthen- 
ing life span, our world leadership. One analysis 
credits to education 40 per cent of the nation's 
growth in economic productivity in recent years. 

Despite such benefits, some thoughtful observers 
are concerned about the future development of the 
government-campus partnership. They are asking 
how the flood of Federal funds will alter the tradi- 
tional missions of higher education, the time-honored 
responsibility of the states, and the flow of private 
funds to the campuses. They wonder if the give and 
take between equal partners can continue, when one 
has the money and the other "only the brains." 

Problems already have arisen from the dynamic 
and complex relationship between Washington and 
the academic world. How serious and complex such 
problems can become is illustrated by the current 
controversy over the concentration of Federal re- 
search funds on relatively few campuses and in 
certain sections of the country. 

The problem grew out of World War II, when the 
government turned to the campuses for desperately 
needed scientific research. Since many of the best- 
known and most productive scientists were working 
in a dozen or so institutions in the Northeast and a 
few in the Midwest and California, more than half 
of the Federal research funds were spent there. 
(Most of the remaining money went to another 50 
universities with research and graduate training.) 

The wartime emergency obviously justified this 

The haves and lwve-nots 

concentration of funds. When the war ended, how- 
ever, the lopsided distribution of Federal research 
funds did not. In fact, it has continued right up to 
the present, with 29 institutions receiving more than 
50 per cent of Federal research dollars. 

To the institutions on the receiving end, the situa- 
tion seems natural and proper. They are, after all, 
the strongest and most productive research centers 
in the nation. The government, they argue, has an 
obligation to spend the public's money where it will 
yield the highest return to the nation. 

The less-favored institutions recognize this ob- 
ligation, too. But they maintain that it is equally 
important to the nation to develop new institutions 
of high quality — yet, without financial help from 
Washington, the second- and third-rank institutions 
will remain just that. 

In late 1 965 President Johnson, in a memorandum 
to the heads of Federal departments and agencies, 
acknowledged the importance of maintaining scien- 
tific excellence in the institutions where it now exists. 
But, he emphasized, Federal research funds should 
also be used to strengthen and develop new centers 
of excellence. Last year this "spread the wealth" 
movement gained momentum, as a number of 
agencies stepped up their efforts to broaden the 
distribution of research money. The Department of 
Defense, for example, one of the bigger purchasers 
of research, designated $18 million for this academic 
year to help about 50 widely scattered institutions 
develop into high-grade research centers. But with 
economies induced by the war in Vietnam, it is 
doubtful whether enough money will be available 
in the near future to end the controversy. 

Eventually, Congress may have to act. In so 
doing, it is almost certain to displease, and perhaps 
hurt, some institutions. To the pessimist, the situa- 
tion is a sign of troubled times ahead. To the op- 
timist, it is the democratic process at work. 



dramatized another problem to which the partner- 
ship between the government and the campus has 
contributed: the relative emphasis that is placed 

compete for limited funds 

on research and on the teaching of undergraduates. 

Wisconsin's Representative Henry Reuss con- 
ducted a Congressional study of the situation. Sub- 
sequently he said: "University teaching has become 
a sort of poor relation to research. I don't quarrel 
with the goal of excellence in science, but it is pursued 
at the expense of another important goal — excellence 
of teaching. Teaching suffers and is going to suffer 

The problem is not limited to universities. It is 
having a pronounced effect on the smaller liberal 
arts colleges, the women's colleges, and the junior 
colleges — all of which have as their primary func- 
tion the teaching of undergraduates. To offer a first- 
rate education, the colleges must attract and retain 
a first-rate faculty, which in turn attracts good stu- 
dents and financial support. But undergraduate col- 
leges can rarely compete with Federally supported 
universities in faculty salaries, fellowship awards, re- 
search opportunities, and plant and equipment. The 
president of one of the best undergraduate colleges 
says: "When we do get a young scholar who skill- 
fully combines research and teaching abilities, the 
universities lure him from us with the promise of a 
high salary, light teaching duties, frequent leaves, 
and almost anything else he may want." 

Leland Haworth, whose National Science Founda- 
tion distributes more than $300 million annually 
for research activities and graduate programs on the 
campuses, disagrees. "I hold little or no brief," he 
says, "for the allegation that Federal support of re- 
search has detracted seriously from undergraduate 
teaching. I dispute the contention heard in some 
quarters that certain of our major universities have 
become giant research factories concentrating on 
Federally sponsored research projects to the detri- 
ment of their educational functions." Most univer- 
sity scholars would probably support Mr. Haworth's 
contention that teachers who conduct research are 
generally better teachers, and that the research en- 
terprise has infused science education with new sub- 
stance and vitality. 

To get perspective on the problem, compare uni- 
versity research today with what it was before 
World War II. A prominent physicist calls the pre- 
war days "a horse-and-buggy period." In 1930, col- 
leges and universities spent less than $20 million on 
scientific research, and that came largely from pri- 

vate foundations, corporations, and endowment in- 
come. Scholars often built their equipment from in- 
geniously adapted scraps and spare machine parts. 
Graduate students considered it compensation 
enough just to be allowed to participate. 

Some three decades and $125 billion later, there 
is hardly an academic scientist who does not feel 
pressure to get government funds. The chairman of 
one leading biology department admits that "if a 
young scholar doesn't have a grant when he comes 
here, he had better get one within a year or so or 
he's out; we have no funds to support his research." 

Considering the large amounts of money available 
for research and graduate training, and recognizing 
that the publication of research findings is still the 
primary criterion for academic promotion, it is not 
surprising that the faculties of most universities spend 
a substantial part of their energies in those activities. 

Federal agencies are looking for ways to ease the 
problem. The National Science Foundation, for ex- 
ample, has set up a new program which will make 
grants to undergraduate colleges for the improve- 
ment of science instruction. 

More help will surely be forthcoming. 


-he fact that Federal funds have been 
concentrated in the sciences has also had a pro- 
nounced effect on colleges and universities. In many 
institutions, faculty members in the natural sciences 
earn more than faculty members in the humanities 
and social sciences; they have better facilities, more 
frequent leaves, and generally more influence on the 

The government's support of science can also 
disrupt the academic balance and internal priorities 
of a college or university. One president explained: 

"Our highest-priority construction project was a 
$3 million building for our humanities departments. 
Under the Higher Education Facilities Act, we could 
expect to get a third of this from the Federal govern- 
ment. This would leave $2 million for us to get from 
private sources. 

"But then, under a new government program, the 
biology and psychology faculty decided to apply to 
the National Institutes of Health for $1.5 million 
for new faculty members over a period of five years. 
These additional faculty people, however, made it 
necessary for us to go ahead immediately with our 
plans for a $4 million science building — so we gave 
it the No. 1 priority and moved the humanities 
building down the list. 

"We could finance half the science building's cost 
with Federal funds. In addition, the scientists pointed 
out, they could get several training grants which 
would provide stipends to graduate students and 
tuition to our institution. 

"You see what this meant? Both needs were valid 
— those of the humanities and those of the sciences. 
For $2 million of private money, I could either 
build a $3 million humanities building or I could 
build a $4 million science building, get SI. 5 million 
for additional faculty, and pick up a few hundred 
thousand dollars in training grants. Either-or; not 

The president could have added that if the scien- 
tists had been denied the privilege of applying to 
NIH, they might well have gone to another institu- 
tion, taking their research grants with them. On the 
other hand, under the conditions of the academic 
marketplace, it was unlikely that the humanities 
scholars would be able to exercise a similar mobility. 

The case also illustrates why academic adminis- 
trators sometimes complain that Federal support of 
an individual faculty member's research projects 
casts their institution in the ineffectual role of a legal 
middleman, prompting the faculty member to feel 
a greater loyalty to a Federal agency than to the 
college or university. 

Congress has moved to lessen the disparity be- 
tween support of the humanities and social sciences 
on the one hand and support of the physical and 
biological sciences on the other. It established the 
National Foundation for the Arts and Humanities — 
a move which, despite a pitifully small first-year al- 
location of funds, offers some encouragement. And 
close observers of the Washington scene predict that 

The affluence of research: 

the social sciences, which have been receiving some 
Federal support, are destined to get considerably 
more in the next few years. 


Ifforts to cope with such difficult prob- 
lems must begin with an understand ing of the nature 
and background of the government-campus partner- 
ship. But this presents a problem in itself, for one en- 
counters a welter of conflicting statistics, contradic- 
tory information, and wide differences of honest 
opinion. The task is further complicated by the 
swiftness with which the situation continually 
changes. And — the ultimate complication — there is 
almost no uniformity or coordination in the Federal 
government's numerous programs affecting higher 

Each of the 50 or so agencies dispensing Federal 
funds to the colleges and universities is responsible 
for its own program, and no single Federal agency 
supervises the entire enterprise. (The creation of the 
Office of Science and Technology in 1 962 represented 
an attempt to cope with the multiplicity of relation- 
ships. But so far there has been little significant im- 
provement.) Even within the two houses of Congress, 
responsibility for the government's expenditures on 
the campuses is scattered among several committees. 

Not only does the lack of a coordinated Federal 
program make it difficult to find a clear definition 
of the government's role in higher education, but it 
also creates a number of problems both in Washing- 
ton and on the campuses. 

The Bureau of the Budget, for example, has had to 

a siren song to teachers 

wrestle with several uncoordinated, duplicative Fed- 
eral science budgets and with different accounting 
systems. Congress, faced with the almost impossible 
task of keeping informed about the esoteric world 
of science in order to legislate intelligently, finds it 
difficult to control and direct the fast-growing Fed- 
eral investment in higher education. And the in- 
dividual government agencies are forced to make 
policy decisions and to respond to political and other 
pressures without adequate or consistent guidelines 
from above. 

The colleges and universities, on the other hand, 
must negotiate the maze of Federal bureaus with 
consummate skill if they are to get their share of the 
Federal largesse. If they succeed, they must then 
cope with mountains of paperwork, disparate sys- 
tems of accounting, and volumes of regulations that 
differ from agency to agency. Considering the mag- 
nitude of the financial rewards at stake, the institu- 
tions have had no choice but to enlarge their ad- 
ministrative staffs accordingly, adding people who 
can handle the business problems, wrestle with 
paperwork, manage grants and contracts, and un- 
tangle legal snarls. College and university presidents 
are constantly looking for competent academic ad- 
ministrators to prowl the Federal agencies in search 
of programs and opportunities in which their institu- 
tions can profitably participate. 

The latter group of people, whom the press calls 
"university lobbyists," has been growing in number. 
At least a dozen institutions now have full-time 
representatives working in Washington. Many more 
have members of their administrative and academic 
staffs shuttling to and from the capital to negotiate 
Federal grants and contracts, cultivate agency per- 
sonnel, and try to influence legislation. Still other 
institutions have enlisted the aid of qualified alumni 
or trustees who happen to live in Washington. 


.he lack of a uniform Federal policy pre- 
vents the clear statement of national goals that might 
give direction to the government's investments in 
higher education. This takes a toll in effectiveness 
and consistency and tends to produce contradictions 
and conflicts. The teaching-versus-research contro- 
versy is one example. 

Fund-raisers prowl 
the Washington maze 

President Johnson provided another. Last sum- 
mer, he publicly asked if the country is really get- 
ting its money's worth from its support of scientific 
research. He implied that the time may have come 
to apply more widely, for the benefit of the nation, 
the knowledge that Federally sponsored medical re- 
search had produced in recent years. A wave of ap- 
prehension spread through the medical schools when 
the President's remarks were reported. The inference 
to be drawn was that the Federal funds supporting 
the elaborate research effort, built at the urging of 
the government, might now be diverted to actual 
medical care and treatment. Later the Secretary of 
Health, Education, and Welfare, John W. Gardner, 
tried to lay a calming hand on the medical scien- 
tists' fevered brows by making a strong reaffirmation 
of the National Institutes of Health's commitment 
to basic research. But the apprehensiveness remains. 

Other events suggest that the 25-year honeymoon 
of science and the government may be ending. Con- 
necticut's Congressman Emilio Q. Daddario, a man 
who is not intimidated by the mystique of modern 
science, has stepped up his campaign to have a 
greater part of the National Science Foundation 
budget spent on applied research. And, despite pleas 
from scientists and NSF administrators, Congress 
terminated the costly Mohole project, which was 
designed to gain more fundamental information 
about the internal structure of the earth. 

Some observers feel that because it permits and 
often causes such conflicts, the diversity in the gov- 
ernment's support of higher education is a basic 
flaw in the partnership. Others, however, believe 
this diversity, despite its disadvantages, guarantees 
a margin of independence to colleges and univer- 
sities that would be jeopardized in a monolithic 

Good or bad, the diversity was probably essential 
to the development of the partnership between Wash- 
ington and the academic world. Charles Kidd, ex- 
ecutive secretary of the Federal Council for Science 
and Technology, puts it bluntly when he points out 
that the system's pluralism has allowed us to avoid 
dealing "directly with the ideological problem of 
what the total relationship of the government and 
universities should be. If we had had to face these 
ideological and political pressures head-on over the 

past few years, the confrontation probably would 
have wrecked the system." 

That confrontation may be coming closer, as Fed- 
eral allocations to science and education come under 
sharper scrutiny in Congress and as the partnership 
enters a new and significant phase. 


.ederal aid to higher education began with 
the Ordinance of 1787, which set aside public lands 
for schools and declared that the "means of educa- 
tion shall forever be encouraged." But the two forces 
that most shaped American higher education, say 
many historians, were the land-grant movement of 
the nineteenth century and the Federal support of 
scientific research that began in World War II. 

The land-grant legislation and related acts of 
Congress in subsequent years established the Ameri- 
can concept of enlisting the resources of higher edu- 
cation to meet pressing national needs. The laws 
were pragmatic and were designed to improve edu- 
cation and research in the natural sciences, from 
which agricultural and industrial expansion could 
proceed. From these laws has evolved the world's 
greatest system of public higher education. 

In this century the Federal involvement grew 
spasmodically during such periods of crisis as World 
War I and the depression of the thirties. But it was 
not until World War II that the relationship began 
its rapid evolution into the dynamic and intimate 
partnership that now exists. 

Federal agencies and industrial laboratories were 
ill-prepared in 1940 to supply the research and 
technology so essential to a full-scale war effort. 
The government therefore turned to the nation's 
colleges and universities. Federal funds supported 
scientific research on the campuses and built huge 
research facilities to be operated by universities 
under contract, such as Chicago's Argonne Labora- 
tory and California's laboratory in Los Alamos. 

So successful was the new relationship that it 
continued to flourish after the war. Federal re- 
search funds poured onto the campuses from military 
agencies, the National Institutes of Health, the 
Atomic Energy Commission, and the National 
Science Foundation. The amounts of money in- 
creased spectacularly. At the beginning of the war 
the Federal government spent less than $200 million 
a year for all research and development. By 1950, 
the Federal "r & d" expenditure totaled $1 billion. 

The Soviet Union's launching of Sputnik jolted 

Even those campuses which traditionally stand apart 
from government find it hard to resist Federal aid. 

the nation and brought a dramatic surge in support 
of scientific research. President Eisenhower named 
James R. Killian, Jr., president of Massachusetts In- 
stitute of Technology, to be Special Assistant to the 
President for Science and Technology. The National 
Aeronautics and Space Administration was estab- 
lished, and the National Defense Education Act of 
1958 was passed. Federal spending for scientific re- 
search and development increased to $5.8 billion. 
Of this, $400 million went to colleges and universi- 

The 1960's brought a new dimension to the rela- 
tionship between the Federal government and higher 
education. Until then, Federal aid was almost syn- 
onymous with government support of science, and 
all Federal dollars allocated to campuses were to 
meet specific national needs. 

There were two important exceptions: the GI Bill 
after World War II, which crowded the colleges and 
universities with returning servicemen and spent $19 
billion on educational benefits, and the National De- 
fense Education Act, which was the broadest legis- 
lation of its kind and the first to be based, at least 
in part, on the premise that support of education it- 
self is as much in the national interest as support 
which is based on the colleges' contributions to some- 
thing as specific as the national defense. 

The crucial turning-points were reached in the 
Kennedy-Johnson years. President Kennedy said: 
"We pledge ourselves to seek a system of higher edu- 

cation where every young American can be edu- 
cated, not according to his race or his means, but 
according to his capacity. Never in the life of this 
country has the pursuit of that goal become more 
important or more urgent." Here was a clear na- 
tional commitment to universal higher education, a 
public acknowledgment that higher education is 
worthy of support for its own sake. The Kennedy 
and Johnson administrations produced legislation 
which authorized : 

► $1.5 billion in matching funds for new con- 
struction on the nation's campuses. 

► $1 51 million for local communities for the build- 
ing of junior colleges. 

► $432 million for new medical and dental schools 
and for aid to their students. 

► The first large-scale Federal program of under- 
graduate scholarships, and the first Federal package 
combining them with loans and jobs to help indi- 
vidual students. 

► Grants to strengthen college and university li- 

► Significant amounts of Federal money for 
"promising institutions," in an effort to lift the entire 
system of higher education. 

► The first significant support of the humanities. 

In addition, dozens of "Great Society" bills in- 
cluded funds for colleges and universities. And their 
number is likely to increase in the years ahead. 

The full significance of the developments of the 
past few years will probably not be known for some 
time. But it is clear that the partnership between the 

Federal government and higher education has en- 
tered a new phase. The question of the Federal gov- 
ernment's total relationship to colleges and univer- 
sities — avoided for so many years — has still not been 
squarely faced. But a confrontation may be just 
around the corner. 


.he major pitfall, around which Presi- 
dents and Congressmen have detoured, is the issue 
of the separation of state and church. The Constitu- 
tion of the United States says nothing about the Fed- 
eral government's responsibility for education. So 
the rationale for Federal involvement, up to now, 
has been the Constitution's Article I, which grants 
Congress the power to spend tax money for the com- 
mon defense and the general welfare of the nation. 

So long as Federal support of education was spe- 
cific in nature and linked to the national defense, 
the religious issue could be skirted. But as the em- 
phasis moved to providing for the national welfare, 
the legal grounds became less firm, for the First 
Amendment to the Constitution says, in part, "Con- 
gress shall make no law respecting an establishment 
of religion. ..." 

So far, for practical and obvious reasons, neither 
the President nor Congress has met the problem 
head-on. But the battle has been joined, anyway. 
Some cases challenging grants to church-related col- 

A new phase in government-campus relationship. 

Is higher education losing control of its destiny? \ 

leges are now in the courts. And Congress is being 
pressed to pass legislation that would permit a cit- 
izen to challenge, in the Federal courts, the Con- 
gressional acts relating to higher education. 

Meanwhile, America's 893 church-related colleges 
are eligible for funds under most Federal programs 
supporting higher education, and nearly all have 
received such funds. Most of these institutions would 
applaud a decision permitting the support to con- 

Some, however, would not. The Southern Baptists 
and the Seventh Day Adventists, for instance, have 
opposed Federal aid to the colleges and universities 
related to their denominations. Furman University, 
for example, under pressure from the South Carolina 
Baptist convention, returned a $612,000 Federal 
grant that it had applied for and received. Many 
colleges are awaiting the report of a Southern Bap- 
tist study group, due this summer. 

Such institutions face an agonizing dilemma: 
stand fast on the principle of separation of church 
and state and take the financial consequences, or 
join the majority of colleges and universities and 
risk Federal influence. Said one delegate to the 
Southern Baptist Convention: "Those who say we're 
going to become second-rate schools unless we take 
Federal funds see clearly. I'm beginning to see it so 
clearly it's almost a nightmarish thing. Fve moved 
toward Federal aid reluctantly; I don't like it." 

Some colleges and universities, while refusing 
Federal aid in principle, permit some exceptions. 
Wheaton College, in Illinois, is a hold -out; but it 
allows some of its professors to accept National 
Science Foundation research grants. So does Rock- 
ford College, in Illinois. Others shun government 
money, but let their students accept Federal schol- 
arships and loans. The president of one small church- 
related college, faced with acute financial problems, 
says simply: "The basic issue for us is survival." 


..ecent federal programs have sharp- 
ened the conflict between Washington and the 
states in fixing the responsibility for education. 
Traditionally and constitutionally, the responsibility 
has generally been with the states. But as Federal 
support has equaled and surpassed the state alloca- 

tions to higher education, the question of responsi- 
bility is less clear. 

The great growth in quality and Ph.D. production 
of many state universities, for instance, is undoubtedly 
due in large measure to Federal support. Federal 
dollars pay for most of the scientific research in state 
universities, make possible higher salaries which at- 
tract outstanding scholars, contribute substantially 
to new buildings, and provide large amounts of 
student aid. Clark Kerr speaks of the "Federal 
grant university," and the University of California 
(which he used to head) is an apt example: nearly 
half of its total income comes from Washington. 

To most governors and state legislators, the Fed- 
eral grants are a mixed blessing. Although they have 
helped raise the quality and capabilities of state in- 
stitutions, the grants have also raised the pressure on 
state governments to increase their appropriations 
for higher education, if for no other reason than to 
fulfill the matching requirement of many Federal 
awards. But even funds which are not channeled 
through the state agencies and do not require the 
state to provide matching funds can give impetus to 
increased appropriations for higher education. Fed- 
eral research grants to individual scholars, for ex- 
ample, may make it necessary for the state to pro- 
vide more faculty members to get the teaching done. 

"Many institutions not only do not look a gift horse 
in the mouth; they do not even pause to note whether 
it is a horse or a boa constrictor." — John Gardner 

Last year, 38 states and territories joined the 
Compact for Education, an interstate organization 
designed to provide "close and continuing consulta- 
tion among our several states on all matters of educa- 
tion." The operating arm of the Compact will gather 
information, conduct research, seek to improve 
standards, propose policies, "and do such things as 
may be necessary or incidental to the administra- 
tion of its authority. ..." 

Although not spelled out in the formal language 
of the document, the Compact is clearly intended 
to enable the states to present a united front on the 
future of Federal aid to education. 


.N typically pragmatic fashion, we Ameri- 
cans want our colleges and universities to serve the 
public interest. We expect them to train enough 
doctors, lawyers, and engineers. We expect them to 
provide answers to immediate problems such as 
water and air pollution, urban blight, national 
defense, and disease. As we have done so often in 
the past, we expect the Federal government to build 
a creative and democratic system that will accom- 
plish these things. 

A faculty planning committee at one university 
stated in its report: "... A university is now re- 
garded as a symbol for our age, the crucible in which 
— by some mysterious alchemy — man's long-awaited 
Utopia will at last be forged." 

Some think the Federal role in higher education 
is growing too rapidly. 

As early as 1952, the Association of American Uni- 
versities' commission on financing higher education 
warned: "We as a nation should call a halt at this 
time to the introduction of new programs of direct 
Federal aid to colleges and universities. . . . Higher 
education at least needs time to digest what it has 
already undertaken and to evaluate the full impact 
of what it is already doing under Federal assistance." 
The recommendation went unheeded. 

A year or so ago, Representative Edith Green of 
Oregon, an active architect of major education legis- 
lation, echoed this sentiment. The time has come, 
she said, "to stop, look, and listen," to evaluate the 
impact of Congressional action on the educational 
system. It seems safe to predict that Mrs. Green's 
warning, like that of the university presidents, will 
fail to halt the growth of Federal spending on the 
campus. But the note of caution she sounds will be 
well-taken by many who are increasingly concerned 

about the impact of the Federal involvement in 
higher education. 

The more pessimistic observers fear direct Federal 
control of higher education. With the loyalty-oath 
conflict in mind, they see peril in the requirement 
that Federally supported colleges and universities 
demonstrate compliance with civil rights legislation 
or lose their Federal support. They express alarm 
at recent agency anti-conflict-of-interest proposals 
that would require scholars who receive government 
support to account for all of their other activities. 

For most who are concerned, however, the fear is 
not so much of direct Federal control as of Federal 
influence on the conduct of American higher educa- 
tion. Their worry is not that the government will 
deliberately restrict the freedom of the scholar, or 
directly change an institution of higher learning. 
Rather, they are afraid the scholar may be tempted 
to confine his studies to areas where Federal support 
is known to be available, and that institutions will 
be unable to resist the lure of Federal dollars. 

Before he became Secretary of Health, Education, 
and Welfare, John W. Gardner said: "When a gov- 
ernment agency with money to spend approaches a 
university, it can usually purchase almost any serv- 
ice it wants. And many institutions still follow the 
old practice of looking on funds so received as gifts. 
They not only do not look a gift horse in the mouth; 
they do not even pause to note whether it is a horse 
or a boa constrictor." 



government-campus partnership may lie in the fact 
that the partners have different objectives. 

The Federal government's support of higher 
education has been essentially pragmatic. The Fed- 
eral agencies have a mission to fulfill. To the degree 
that the colleges and universities can help to fulfill 
that mission, the agencies provide support. 

The Atomic Energy Commission, for example, 
supports research and related activities in nuclear 
physics; the National Institutes of Health provide 
funds for medical research; the Agency for Interna- 
tional Development finances overseas programs. 
Even recent programs which tend to recognize higher 
education as a national resource in itself are basi- 
cally presented as efforts to cope with pressing 
national problems. 

The Higher Education Facilities Act, for instance, 
provides matching funds for the construction of 

academic buildings. But the awards under this pro- 
gram are made on the basis of projected increases 
in enrollment. In the award of National Defense 
Graduate Fellowships to institutions, enrollment ex- 
pansion and the initiation of new graduate programs 
are the main criteria. Under new programs affecting 
medical and dental schools, much of the Federal 
money is intended to increase the number of practi- 
tioners. Even the National Humanities Endowment, 
which is the government's attempt to rectify an 
academic imbalance aggravated by massive Federal 
support for the sciences, is curiously and pragmati- 
cally oriented to fulfill a specific mission, rather than 
to support the humanities generally because they are 
worthy in themselves. 

Who can dispute the validity of such objectives? 
Surely not the institutions of higher learning, for 
they recognize an obligation to serve society by pro- 
viding trained manpower and by conducting applied 
research. But colleges and universities have other 
traditional missions of at least equal importance. 
Basic research, though it may have no apparent 
relevance to society's immediate needs, is a primary 
(and almost exclusive) function of universities. It 
needs no other justification than the scholar's curi- 
osity. The department of classics is as important in 
the college as is the department of physics, even 
though it does not contribute to the national de- 
fense. And enrollment expansion is neither an in- 
herent virtue nor a universal goal in higher educa- 
tion ; in fact, some institutions can better fulfill their 
objectives by remaining relatively small and selec- 

Colleges and universities believe, for the most 

Some people fear that the colleges and universities are 
in danger of being remade in the Federal image. 

When basic objectives differ, whose will prevail? 

part, that they themselves are the best judges of 
what they ought to do, where they would like to go, 
and what their internal academic priorities are. For 
this reason the National Association of State Uni- 
versities and Land-Grant Colleges has advocated 
that the government increase its institutional (rather 
than individual project) support in higher education, 
thus permitting colleges and universities a reasonable 
latitude in using Federal funds. 

Congress, however, considers that it can best 
determine what the nation's needs are, and how the 
taxpayer's money ought to be spent. Since there is 
never enough money to do everything that cries to 
be done, the choice between allocating Federal funds 
for cancer research or for classics is not a very diffi- 
cult one for the nation's political leaders to make. 

"The fact is," says one professor, "that we are 
trying to merge two entirely different systems. The 
government is the political engine of our democ- 
racy and must be responsive to the wishes of the 
people. But scholarship is not very democratic. You 
don't vote on the laws of thermodynamics or take a 
poll on the speed of light. Academic freedom and 
tenure are not prizes in a popularity contest." 

Some observers feel that such a merger cannot be 
accomplished without causing fundamental changes 
in colleges and universities. They point to existing 
academic imbalances, the teaching-versus-research 
controversy, the changing roles of both professor 
and student, the growing commitment of colleges 
and universities to applied research. They fear that 
the influx of Federal funds into higher education 
will so transform colleges and universities that the 
very qualities that made the partnership desirable 
and productive in the first place will be lost. 

The great technological achievements of the past 
30 years, for example, would have been impossible 
without the basic scientific research that preceded 
them. This research — much of it seemingly irrele- 
vant to society's needs — was conducted in univer- 

sities, because only there could the scholar find the 
freedom and support that were essential to his quest. 
If the growing demand for applied research is met 
at the expense of basic research, future generations 
may pay the penalty. 

One could argue — and many do — that colleges 
and universities do not have to accept Federal funds. 
But, to most of the nation's colleges and universities, 
the rejection of Federal support is an unacceptable 

For those institutions already dependent upon 
Federal dollars, it is too late to turn back. Their 
physical plant, their programs, their personnel 
are all geared to continuing Federal aid. 

And for those institutions which have received 
only token help from Washington, Federal dollars 
offer the one real hope of meeting the educational 
objectives they have set for themselves. 


, owever distasteful the thought may 
be to those who oppose further Federal involvement 
in higher education, the fact is that there is no other 
way of getting the job done — to train the growing 
number of students, to conduct the basic research 
necessary to continued scientific progress, and to 
cope with society's most pressing problems. 

Tuition, private contributions, and state alloca- 
tions together fall far short of meeting the total cost 
of American higher education. And as costs rise, the 
gap is likely to widen. Tuition has finally passed the 
$2,000 mark in several private colleges and univer- 
sities, and it is rising even in the publicly supported 
institutions. State governments have increased their 
appropriations for higher education dramatically, 
but there are scores of other urgent needs competing 
for state funds. Gifts from private foundations, cor- 

porations, and alumni continue to rise steadily, but 
the increases are not keeping pace with rising costs. 

Hence the continuation and probably the enlarge- 
ment of the partnership between the Federal gov- 
ernment and higher education appears to be in- 
evitable. The real task facing the nation is to make 
it work. 

To that end, colleges and universities may have to 
become more deeply involved in politics. They will 
have to determine, more clearly than ever before, 
just what their objectives are — and what their values 
are. And they will have to communicate these most 
effectively to their alumni, their political representa- 
tives, the corporate community, the foundations, 
and the public at large. 

If the partnership is to succeed, the Federal gov- 
ernment will have to do more than provide funds. 
Elected officials and administrators face the awesome 
task of formulating overall educational and research 
goals, to give direction to the programs of Federal 
support. They must make more of an effort to under- 
stand what makes colleges and universities tick, and 
to accommodate individual institutional differences. 


.he taxpaying public, and particularly 
alumni and alumnae, will play a crucial role in the 

evolution of the partnership. The degree of their 
understanding and support will be reflected in future 
legislation. And, along with private foundations and 
corporations, alumni and other friends of higher 
education bear a special responsibility for providing 
colleges and universities with financial support. The 
growing role of the Federal government, says the 
president of a major oil company, makes corporate 
contributions to higher education more important 
than ever before; he feels that private support en- 
ables colleges and universities to maintain academic 
balance and to preserve their freedom and indepen- 
dence. The president of a university agrees: "It is 
essential that the critical core of our colleges and 
universities be financed with non-Federal funds." 

"What is going on here," says McGeorge Bundy, 
"is a great adventure in the purpose and perform- 
ance of a free people." The partnership between 
higher education and the Federal government, he 
believes, is an experiment in American democracy. 

Essentially, it is an effort to combine the forces 
of our educational and political systems for the com- 
mon good. And the partnership is distinctly Ameri- 
can — boldly built step by step in full public view, 
inspired by visionaries, tested and tempered by 
honest skeptics, forged out of practical political 

Does it involve risks? Of course it does. But what 
great adventure does not? Is it not by risk-taking 
that free — and intelligent — people progress? 

The report on this and the preceding 15 
pages is the product of a cooperative en- 
deavor in which scores of schools, colleges, 
and universities are taking part. It was pre- 
pared under the direction of the group listed 
below, who form editorial projects for 
education, a non-profit organization associ- 
ated with the American Alumni Council. 


Carnegie Institute of Technology 


The University of Oklahoma 


Dartmouth College 


Stanford University 


Sivarthmore College 


American Alumni Council 


Columbia University 


Massachusetts Institute of Technology 


The University of Oregon 

The University of Colorado 

Naturally, in a report of such length and 
scope, not all statements necessarily reflect 
the views of all the persons involved, or of 
their institutions. Copyright © 1967 by Edi- 
torial Projects for Education, Inc. All rights 
reserved; no part may be reproduced without 
the express permission of the editors. Printed 
in U.S.A. 


Wesleyan University 


The University of Pennsylvania 


New fork University 


The University of California 


Phillips Academy, Andover 


The Ohio State University 


Dartmouth College 


Simmons College 


The Johns Hopkins University 


Sweet Briar College 


Brown University 


Executive Editor 


Associate Editor 


Managing Editor 

a comment on 

"Life with Uncle" 


by V. Judson JVyckoff 

Toward the end of the article "Life with Uncle" is 
this sentence: "... the continuation and probably 
the enlargement of the partnership between the 
federal government and higher education appear to 
be inevitable. The real task facing the nation (and 
Guilford College) is to make it work." (The words 
in parentheses have been added, of course.) 

Facts and logic support this conclusion. Increasing 
interdependence among persons, communities, insti- 
tutions, and even nations is forcing the substitution of 
group or governmental responsibilities for individual 
responsibilities. In the tradition of our democracy 
we use ballots and public administrators to effect or 
accelerate the transitions of these responsibilities, 
one of which most certainly is higher education 
through our colleges and universities. Why this em- 
phasis on (governmental aid to) higher education? 
It is because a literate people is a basic ingredient 
of progress through democracy, and in our country 
more and more people are determined to share in 
this progress through education. 

Will this expansion of public aid to education affect 
Guilford College? The answer must be Yes. This will 
come about primarily through the need for Guilford 
to meet the competition (for professors and qualified 
students) of state educational institutions and well- 
endowed private institutions which in so many cases, 
it should be noted, receive substantial federal grants 
for research and personnel. This competition for 
professors takes the forms of higher salaries, a lighter 
teaching "load," the best in modern equipment, re- 
search funds, and for students in state colleges low 
tutition fees. On all of these counts Guilford College. 

as with many other small, private, limited-endowed 
colleges, is hard hit. 

Do the above statements mean that all private 
educational institutions will be drawn into orbits 
around the suns of governments pulled willy-nilly by 
the power of public (the taxpayers') money? No, at 
least not for those private colleges and universities 
which have total resources adequate to maintain their 
operations on qualitative levels equal to or better 
than the standards of competing state campuses. Few 
have such resources, however, and Guilford is not one 
of them. 

There seem to be three courses of action for Guil- 
ford: to remain aloof from all governmental funds; 
to go all out to maximize the amount of public money 
we can get; to compromise or reach a viable ratio 
(not balance) between these two positions. 

To ask if Guilford College should remain inde- 
pendent of all governmental aid is not relevant be- 
cause we now are receiving funds and are seeking 
more. To go "all out" is too much out-of-character and 
out-of-tradition to be considered for Guilford — at 
least at this time. What then will or must be the ratio 
of governmental funds to Guilford's own resources? 
I do not know the best ratio, but let me suggest some 
basic considerations relevant to Guilford's financial 
resources. (These will have a distinct monetary colora- 
tion both because dollars are a key consideration and 
because I am an economist by profession.) 

It is expected that financial help for Guilford 
from its alumni, parents of students, and other 
friends will grow. Also the annual contributions 
to the Loyalty Fund should become an important 

for April, 1967 

Page Twenty-seven 

source of operating income for the college. It 
must be recognized, however, that the number 
of alumni and current contributors with great 
wealth is limited. 

Though the members of the Board of Trustees 
go beyond the call of duty in their services to 
Guilford, the present rules of membership prevent 
going outside the Society of Friends for men and 
women of wide experience and substantial means. 
Indeed it is customary for the majority of die 
Board to be Friends from the North Carolina 
Yearly Meeting. ( The recent creation of a limited 
number of "trustee counselors" without full mem- 
bership is hardly the answer to this situation. ) 

There could be great strength through the prac- 
tice of mutual aid within the Society of Friends 

on a regional and national basis in helping Guil- 
ford with its teaching, personnel problems and 
financial resources. The evidence of such mutual 
aid is not conspicuous. 

Guilford has a modest income-producing invest- 
ment endowment of about three and one-half 
million in current market value. (This is exclu- 
sive of a recent matching grant by the Charles 
A. Dana Foundation which permits the establish- 
ment of four distinctive Dana professorships. ) 

The tradition and practice of Quaker frugality 
at Guilford combined with superior business 
management have provided unusual operating 
surpluses which have kept the college out of 
long-term debt. At times, however, frugality may 
limit academic growth. 

Budget balancing in the face of mounting costs 
(e.g., recent generous faculty salary increases) 
has accentuated the all-too-familiar pattern found 
in private colleges with limited resources, namely, 
a drive for more students who will pay the higher 
tuition rather than go to another college. Will 
this search for students be done at Guilford with- 
out lowering qualitative standards for admission 
and retention? 

The conclusion, tentative and qualified though it 
must be, seems justified that competition from state- 
supported colleges and universities (with under- 
graduate colleges) as well as from well-endowed 
(or public aided) private institutions will force the 
policy making groups at Guilford College to become 
one of the partners of government — the thesis of the 
preceding article. 

(Such aid will and should be accompanied by 
some degree of governmental advice or even control. 
This is quite proper because such governmental funds 
come directly or indirectly from each of us as tax- 
payers, and as taxpayers we have the right, the 
obligation to know how our money is being spent.) 

Traditions and current beliefs of persons associated 
with Guilford College have protected its intellectual 
integrity and independence. Can this integrity and 
this independence be sustained over the years which 
lie ahead in "Life with Uncle"? Yes, they can be. 
The more basic question, let me suggest, is will they? 
I believe the answer is Yes. 

Dr. V. Judson Wyckoff, author of several books and nearly 
30 articles on economic history and public finance, has the 
oxpcrience of doing considerable research in economics for the 
Federal Government for seven years through 1947. A member 
of the Guilford College faculty since 1964, he is Chairman of 
the Department of Economics. — TAW. 

Page Twenty-eight 

Alumni Journal 





Shown above is Coy Doty, a senior at Guilford 
College, Downtown Campus, being congratulated by 
President Grimsley T. Hobbs upon receipt of a $500 
scholarship grant from the Wear-Ever Division of 
Alcoa Aluminum Company. Guilford College also 
received a matching grant from Wear-Ever to be 
used at the discretion of the college. 

This grant is one of ten annual awards giv. n to 
the top ten college representatives of the Wear-Ever 
Division. Doty was ninth in the nation in sales and 
fifth in the nation as a college dealer. He plans to 
continue his career with Wear-Ever after graduation 
from Guilford College. 

The award was presented to Coy Doty by Ted J. 
Hardison, Wear-Ever manager in Winston-Salem. 
At the presentation, President Hobbs expressed ap- 
preciation to Mr. Hardison for his company's interest 
in education and for its generosity both to students and 
to the institutions they attend. 

Trustee Counselors Named 

Robert H. Frazier, Chairman of the Guilford Col- 
lege Board of Trustees, has announced the election 
of four Trustee Counselors. They are: Seth C. Macon, 
Vice-President and Associate Agency Manager of 
Jefferson Standard Life Insurance Company; W. L. 
Beamon, Burlington realtor and mayor of the city of 
Burlington; Seth B. Hinshaw, a charter member of 
the Friends Committee on National Legislation: and 
Isaac Harris, pastor of Archdale Friends Meeting. 

The counselors are new associates to the Guilford 
College Board of Trustees which recently authorized 
the election of a maximum of six, who need not neces- 
sarily be members of the Society of Friends. Regular 
members of the board must be Friends. 

Mr. Macon and Mr. Beamon were nominated by 
the Executive Committee of the Guilford College 
Alumni Association, and Mr. Hinshaw and Mr. Harris 
were nominated by the Permanent Board of the 
North Carolina Yearly Meeting of Friends. Two 
counselors it main to be elected from at-large nomi- 

In making the announcement, Chairman Robert 
Frazier stated that the new counselors would broaden 
the base of the Board of Trustees and make possible 
closer communications with alumni groups, Friends 
groups, and the general business community. 

for- April. 1987 

Page Twenty-nine 

Dr. Frederic Crownfield 

Is First E. F. and 
M. P. Craven Professor 

Dr. Frederick R. Crownfield has been appointed 
the first Craven Professor of Religion at Guilford 
College. Dr. Crownfield is a native of Plainfield, New 
Jersey, and has been a member of the faculty of 
Guilford College since 1948. He received the B.S. 
degree from the College of the City of New York, 
and attended New Church Theological School in 
Cambridge, Massachusetts. Harvard University award- 
ed him both the S.T.M. and the Ph.D. degrees. Dr. 
Crownfield is the author of a highly regarded text- 
book, A Historical Approach to the New Testament, 
which was published by Harpers in 1961. He is the 
author of articles on religion and is a member of a 
number of professional and civic organizations. Dr. 
Crownfield is also widely known as an astronomer. 
He is married to the former Margaret E. Robbins 
who received her A.B. degree from Tufts College. 
Their children are Frederick R., Jr., David, and 
William. One son, John, is deceased. 

The Craven Professorship is made possible by an 
endowment fund of the college named in memory 
of the late Eli Franklin Craven and in honor of his 
wife, Minnie Phipps Craven. 

The Eli Franklin and Minnie Phipps Craven Fund 
was established by members of the Craven family, 
all of whom have been active in the Society of Friends. 
The E. F. Craven Company of Greensboro, one of the 
South's largest road machinery firms, was founded 
by the late Mr. Craven, who was a member of Guil- 
ford's class of 1897. A son, F. Duval Craven, now 
heads the company and is a Guilford College trustee. 
A daughter, Mrs. H. S. Godwin, is a Greensboro 
resident; another son, Asbury, and a daughter, Mrs. 
John R. Watt, are deceased. 

George Kinney Reminisces 

A recent message from George Kinney '24 was 
appreciated by the Alumni office, and will be ap- 
preciated likewise, we feel, by his Guilfordian Con- 

Sometimes I wonder why more Guilfordians do not 
inform you of their "ups and downs." 

I have learned of several downs recently— such as 
the passing of several old timers — such as Dr. Harry 
"Jake" Johnson '25, Clyde "Nebo" Shore '25, Nerus 
"Nee" English, '26 and many more along with the re- 
tirement of Algie "Jim" Newlin '21. All of these old 
troopers gave me a hard time on Old Hobbs field. 

I was light in weight but I had the "guts" to stay 
with them. I think of an old drunk in the barber shop 
on a Saturday afternoon. "I am not bragging — I am 
just telling you what I can do." That was his line of 
thought. Well my line of thought is "jim" Xewlin was 
toughest of all during my days at Guilford. I can hear 
the late Coach Bob Doak yelling now — "go get him 
Kinney" and I knew what he meant — that meant to 
stop him. 

Well, Hobbs field will go with me to my end for 
I learned some very important lessons on that field. 
There will be other fields, but for me — not another 
Hobbs field. 

On November 1, 1966, I entered upon another 
field, the field of retirement — after sixteen years as 
Office Manager & Comptroller of Coca Cola Bottling 
Co. here in Raleigh. Prior to entering the soft drink 
business I served with A. M. Pullen & Company, 
Certified Public Accountants, for several years. 

After leaving Guilford College, I served a three 

year hitch with the U.S. Marine Corps. Inasmuch as 

I was assigned to Sea Duty it enabled me to travel to 

many islands and foreign countries I found to be 

very educational. 

— Geobge Kinney 

V. H. and Rath Leveling White are shown above al the foot of 
Machu Picchu, the remarkable once-lost Inea city. The story 
about their visit to this unusual place was carried in the last 
issue of the Journal, l>nt there was not space for this picture. 

ALUMNI DAY . . . MAY 27 

Page Thirty 

Alumni Journal 

A Quaker Library 

Of all special collections in libraries on church- 
related college campuses throughout North Carolina, 
and indeed throughout the entire South, the Quaker 
Collection in the Guilford College Campus Library 
at Greensboro is probably unique. 

The claim to such singularity stems from the nature 
of the college itself. Guilford College is the only 
college in the South which is affiliated with the Society 
of Friends, or Quakers, as members of the Society- 
are known to many. In the nation there are less than 
a dozen colleges which have special Quaker collec- 
tions similar to the one at Guilford College. These 
colleges are all Quaker institutions located in New 
York, Pennsylvania, Indiana, Ohio, Iowa, Kansas, 
and Oregon. "No denomination has been more careful 
of its records or more interested in preserving its 
literature than have Friends. Thus, the normal Quaker 
college has a large deposit of its own books and 
records to care for." 2 

Despite its limited appeal through the many years 
since its founding, Quakerism has produced quantities 
of documents, manuscripts, monographs, and peri- 
odicals. It is mainly with these materials that a Quaker 
collection concerns itself. 

Quakerism is an extension of the Puritanism which 
grew out of the turbulent era of the Long Parliament 
of 1640-60. The founder of the Society, which now 
has only 202,000 members in the world, was George 
Fox. 3 Fox was considered an iconoclast and somewhat 
of a heretic in the England of his day, and for his 
preaching and beliefs he spent several years in prison. 
Despite such persecution, his teachings spread to the 

By Herbert Poole 1 

American colonies where followers of his doctrine 
met with persecution in New England and Virginia. 
Fox visited North Carolina in 1672, and records of the 
first Quakers in North Carolina date from 1671. 

A primary concern of Quakers has always been the 
education of their children in the Quaker tradition. 
As the Quaker population of North Carolina grew 
after 1671 and spread across the state from the east 
into the Piedmont, so too grew the desire for i 
Quaker school to educate the children. By 1834 the 
concern for education led Friends to initiate plans for 
the founding of New Garden Boarding School close 
to New Garden Monthly Meeting, six miles west of 
Greensboro. In 1837 the school opened its doors. In 
1888 the boarding school became Guilford College, 
the first degrees being granted at the 1889 commence- 

From the earliest days of the operation of the 
school, and later the college, efforts were made to 
collect writings published by or about the Society 
of Friends and its members. 

By 1885 the collection of special materials had 
become quite valuable, either through purchase or 
donations. In the same year disaster struck when a 
fire destroyed the class building housing the vault 
in which the collection was kept: 

The records, some deeds and otlwr papers were in 
the safe. The leather backs were baked and peeled 
from the records, and the edges were so charred 
that they crumbled at the slightest handling: This 
experience taught Friends a hard lesson. They have 
since erected a fireproof vaidt on the campus. . . . 4 

for April, 1967 

Page Thirty-one 

Part of the genealogy collection in the outer room of the Quak- 
er Collection is shown above. Picture at left is George Fox, 
founder of the Society of Friends. The hat belonged to Nathan 
Hunt, founder of Neic Garden Boarding School. 

After the fire of 1885, the new vault and its con- 
tents changed locations at least four times, ranging 
from one end of the campus, through a graveyard, 
to the present library building, which was erected 
in 1909. In 1964 an addition to the library building 
provided new and enlarged quarters for the collec- 

Presently the Quaker Collection occupies two rooms, 
a fireproof vault, and a caged stack area, which to- 
gether contain a total area of approximately 1,500 
square feet. Entry to the collection is via the Main 
Reading Room. 

The outer room of the collection serves as the 
entrance and contains a genealogical research collec- 
tion comprising approximately 200 volumes. The 
keystone of this collection is the several volumes of 
William Wade Hinshaw's Encyclopedia of American 
Quaker Genealogy. In addition to the genealogies, 
the room contains a growing collection of distinctive 
volumes in Guilford's Library. This room also con- 
tains furniture of historic interest, pieces once used in 
the boarding school, as well as pieces given by inter- 
ested friends. On the walls are two collections of 
framed pictures, one of pictures and documents 
relating to the North Carolina Yearly Meeting and 
the early history of the college, the other of a set of 
etchings made to illustrate George Fox's Journal. 

The inner room of the collection houses the curator's 
office and the enhance to the vault. For many years, 
Mrs. Dorothy Lloyd Gilbert Thome has served as 
the able curator of the collection. It is she and her 
assistant, Mrs. Treva Mathis, who are primarily re- 

sponsible for the conspicuous growth of this collection 
during the past several years. Their solicitations, as 
well as those of the former college librarian, Katherine 
C. Ricks, helped insure the deposit in the collection 
of the records, manuscripts, and minutes of nearly 
all the Quaker Meetings in North Carolina. Around 
the walls of the inner room are shelves and cabinets 
containing rare Quaker books, miscellaneous papers 
and pamphlets, manuscript items, microfilms of 
minutes and letters dating from 1645, and pictures 
indexed by a card catalog which is also housed in 
this room. 

The vault adjoining the inner room houses the 
college archives, early account books of New Garden 
Boarding School, and, as previously mentioned, ma- 
terials from many Quaker Meetings throughout North 
Carolina, deposited here for maximum access and 
safe storage. 

Beyond the inner room is a caged stack area 
housing biographical and topical works on Quakers 
and Quakerism, as well as printed minutes of Meet- 
ings in other states, bound periodicals, and senior 
theses written at Guilford College. 

In storage in other areas of the Library proper are 
many costumes and artifacts of Quaker origin. These 
are also indexed in the card catalog in the inner 
room of the collection. In its entirety the Quaker 
Collection contains over 500 manuscript volumes and 
over 2,500 monographic and periodical volumes. 

• ^iM 

The above photo slums a section of the shelves and cabinets in 
the inner room of the Qu kcr Collection. The chest in the cen- 
ter of the photo contains the card catalog. 

Page Thirty-two 

Alumni Journal 

Tliis view allows a section of shelving inside ihe vault which 
houses many valuable Quaker materials. Because of their size 
and delicate condition, volumes stored in the vault are placed 
on their side much like the codices of ancient libraries. 

In addition to the materials indexed in the card 
catalog within the inner room of the collection, the 
main card catalog contains entries for all monographic 
and periodical items in the collection. Classification of 
the materials is generally in the area 289.6 and 
expansions thereof, a system devised by Earlham 
College, a Quaker institution in Richmond, Indiana. 

Presently the collection has no full-time staff. The 
curator, who also recommends acquisitions for the 
collection, is present eleven hours a week and upon 
demand, in addition to serving as chairman of the 
English Department. Classification is performed by 
Mrs. Treva Mathis, who, in addition to duties as 
reference librarian, has tended this responsibility for 
the past decade. 

Except for the monographs housed in the cage 
area, none of the materials in the collection may 
circulate. Admittance to and general surveillance of 
the collection is provided by the public services 
staff in the absence of the curator. 

The collection is used by historical and genealogical 
researchers who come from all points of the globe. 
In 1965-1966, 214 people visited and performed 
genealogical research in the materials of the collec- 
tion. Some theses are researched here. Presently, one 

faculty member is researching his doctoral dissertation 
in the collection. 

Clerks and members from various Quaker Meetings 
often use materials which their meetings have de- 
posited here. Nearly as numerous as the visitors to 
the collection are the research questions which 
arrive by mail. As far as possible, these are answered 
immediately unless they demand research too exten- 
sive to be handled by the staff. 

If the rising interest in family genealogies and the 
increased use of the Quaker Collection at Guilford 
College in the past few years are indicative of anv 
kind of a trend, this collection, though modest in 
comparison to many larger ones, will make a distinc- 
tive niche for itself during the next few years in any 
list of special collections in the southeastern United 


1 Mr. Poole is Director of Libraries at Guilford College. This article 
first appeared in the winter, 1967 edition of North Carolina Libraries, 
a publication of the North Carolina Library Association. 

2 Gilbert, Dorothy Lloyd. Guilford: A Quaker College. (Greensboro, 
N, C: Printed for Guilford College by J. J. Stone & Company), 1937, 
p. 288. 

3 Milligan, Edward Hyslop. "Friends, Society of." Encyclopaedia 
Brilannica (1960), IX, 938. 

4 Weeks, Stephen B. Southern Quaker? and Slaiery. ("Johns Hopkins 
University Studies in Historical and Political Science," Extra Volume 
XV), Baltimore: Johns Hopkins Press, 1896, p.350. 

The new branch of Wachovia Bank and Trust Company, 
which opened in Guilford College recently, has a definite Cuil- 
fordian tone. Above, left to right, are Jan Holy field '69, teller; 
Mary Await '66, teller; and Roger Frost '60, manager. 

for April, 1967 

Page Thirty-three 

On the Quaker Sports Front 

Out of crisis strength is born, or so it has been said. 
Coach Jerry Steele, Guilford College backetball 
coach, has been saying for three years that Bob Kauff- 
man has great potential as a basketball player. The 
big fellow (6'-8", 250 pounds) had two accidents 
which kept him from being his best his sophomore 
year, but he finished strong for all-conference and all- 
district designation. 

This year Kauffman picked up where he left off, 
leading the Quakers to their best season in history: 
Number one in regular season conference play, at 
17-3, number two in the Carolinas Conference tourna- 
ment, number one in District 26 NAIA with 27 wins, 
six losses. However, national recognition settled on 
him after adversity struck the Quakers. Guard Tom 
Loftus was lost prior to the season, injuries plagued 
guard Ed Fellers and center John Brooks, and for- 
ward Pat Moriarty was ailing early in the season. 
Star guard Bob Bregard was lost to the team shortly 
after the semester break, and the experts had written 
off the Quakers as a championship contender. But 
they underestimated Jerry Steele, senior Captain 
Wayne Motsinger (reserve guard — forward), and 
Kauffman. Kauffman became the "Big K" as he led 
the Guilford team to six straight wins, the regular 
season championship, the finals of the CC tournament, 
the District 26 crown, and the second round of the 
National championship finals at Kansas City. 

The experts had again written off the Quakers 
with the comment "no guards" after Motsinger was 
injured in the opening minutes of the finals of the 
conference tournament (Appalachian went on to 
win 91-67); but again they had not reckoned with the 
•Big K." 

During the final 10 games, Kauffman shot and 
rebounded as he never had before, and became a 
great playmaker and ball handler. An opposing coach 
said, "I have never seen one player dominate the 
game so completely in this conference before." An- 
other coach said, "He has to be the best all-time 
performer in the Carolinas Conference," and re- 

member this is the league that has Henry Logan 
and Gene Littles. Still another arch-rival coach 
stated that he had to give his pivot men tranquilizers 
and sleep pills three days before his encounter with 

One popular TV Sportscaster stated that "I don't 
know if Littles and Logan rank with Verga, Lewis, 
Long and Miller, but I will say that Kauffman is the 
best pivot man in North Carolina!" 

Kauffman's play in the district finals in a rematch 
against Appalachian was amazing as he completely 
dominated the defensive backboards, slapped down 
numerous shots, scored thirty points, and became 
the focal point of a four corner offense that slowed 
the tempo of the contest and protected a Quaker 

He was a sensation with the press and "pro" Scouts 
in Kansas City, as he was the leading scorer and re- 
bounder through the second round of play with 59 
points, and 28 rebounds. 

The culmination of all this was his selection for 
the Pan American trials in St. Cloud, Minnesota. 
The "Big K" will go up against the likes of the Big 
"E," Elvin Hayes of Houston, along with other 
NCAA Stars. 

Along the way, these are the credentials picked 
up by the likeable, easy going Guilford junior from 
Scarsdale, N.Y. Freshman year: Leading team scorer 
(23.4 average), honorable mention all-conference. 
Sophomore year: Leading scorer and rebounder (24.5. 
14.1), all-conference, all-District 26 NAIA, honor- 
able mention all-American NAIA. Junior year: Lead- 
ing scorer (25.7), leading rebounder (16.3), all- 
conference, all-state, all-District 26 NAIA. most valu- 
able player, Carolinas Conference (by vote of 
coaches), most outstanding player, Carolinas Con- 
ference Tournament, Pan American trials participant, 
most points in a season, Carolina Conference; most 
points in a season, Guilford College (823), most re- 
bounds (523), most free throws (273). 

What mountains are left to conquer? Is it possible 

Pa<j,i' Thirty-four 

Alumni Joubnai. 

Late Report: Bob Kauffman has been se- 
lected on the NAIA All- American team 
He has also been selected for the Pan- 
American games, along with such NCAA 
stars as Wesley Unseld of Louisville, Don 
Moy of Dayton, and Sonny Dove of St. 

for Kauffman to top this effort during his senior 
year? Coach Steele smiles and says "I'll take mv 
chances with Bob, and I still feel that he has not 
reached his full potential." 


Suddenly, championships are a commonplace thing 
on the Guilford College campus. The spotlight now 
shifts to Coach Stuart Maynard and his Carolina^ 
Conference, District 26 NAIA, and Southeastern 
Regional NAIA champions. For those who might feel 
that the fantastic record of last season was an oddity, 
the team is off to a fast start this season with six 
wins, O losses, as the Journal goes to press. 

Coach Maynard notes that he lost only Captain 
Sandy Gann by graduation, and that his trio of 
pitchers have been bolstered by Richie Allen and 
Steve Routh. Freshman Larry Funkhouser seems to 
be the outstanding recruit; and the return of Joe 
Searcy, injured most of last season, has sparked the 


March 30 — Wilmington College (Spring Trip) Away 
March 31 — Wilmington College (Spring Trip) Awa" 
April 1 — St. Andrews College (Spring Trip) Away 

April 3 — Milligan College Home 

April 4 — Atlantic Christian Away 

April 6 — Pfeiffer College Homu 

April 8 — High Point College . . Home 

April 11 — Western Carolina Home 

April 14 — Elon College Home 

April 15 — Appalachian Home 

April 19 — Newberry College (Double Header) Home 

April 21 — Catawba College Home 

April 25 — Appalachian Away 

April 27 — Atlantic Christian Home 

April 29 — Catawba College Away 

May 1 — Belmont Abbey Away 

May 4 — Pfeiffer College Away 

May 6 — High Point College Away 

May 8 — Open for rained-out games 
May 9 — Open for rained-out games 

Home games start at 3:00 P.M. 

Double-Headers start at 2:00 P.M. 

Coach: Stuart Maynard 


Coach John Stewart reports that spring football 
drills were "very successful." He also reports that he 
is greatly impressed with several freshmen who will 
join the squad in the fall. These include Colon Carter 
of West Columbus; and Johnny Blanks of Roxboro, 
both outstanding in North Carolina high school ranks. 

The 1967 season must be considered a rebuilding 
one, as eight seniors, all who played important roles 
in Quaker successes during the past two years, will 
graduate. However, Coach Stewart noted that "We 
finished one game out of first place last year; and 
wound up one half game out of the top spot this year 
(4-2-1 conference record). The men on the team 
say they want to work on reducing that margin again 
this year. That is O.K. by me." 

Junior Walter "Buddy" Smith, and Wingback Henrv 
McKay, both All-Conference last year, have been 
selected as Co-captains for the 1967 season. 

for April, 1967 

Page Thirty-five 



April 10— A. C. C Away 

April 13— Catawba Away 

April 17 — Elon Away 

April 19— P. C. Away 

April 22 — Davidson Relays Davidson College 

April 25 — St. Andrews Home 

April 27— A. S. T. C. Away 

May 1— Catawba Home 

May 5-6 — State Track Meet Duke University- 

May 8— District 26— NAIA 

May 13 — Carolinas Conference Appalachian 

May 20— N. C. A. A. U Greensboro 

Coach: Jack Jensen 


March 23 — Randolph-Macon Home 

April 8 — High Point Away 

April 10— Pfeiffer Home 

April 17 — Newberry Home 

April 21 — Pfeiffer Away 

April 26 — Atlantic Christian Away 

April 28 — Appalachian Home 

May 1 — Atlantic Christian Home 

May 3 — Newberry Away 

May 6— High Point Home 

May 8 — Appalachian Away 

May 12— NAIA 

May 15-16 — Carolinas Conference Tournament Boone 

Coach: John Lambeth 


March 20— Catawba Away 

April Elon Away 

April 10— High Point Home 

April 11 — Pfeiffer-Elon Home 

April 17— A. C. C. Home 

April IS — Elon . . . . Home 

April 20 — Appalachian Home 

April 21 — Catawba-Pfeiffer Away 

April 28 — High Point Away 

May 2 — Catawba Home 
.\ I ay 5 — ACC — Wilson — Invitational 

May 12 — Appalachian Away 
May 15, 16 — Conference — District 26 Tournament 

Boone, N. C. 

Coach: Wilbur Johnson 

The address used here is the latest that we 
have in the Alumni Journal mailing list. If the 
addressee is away from home but has no other 
permanent address we suggest that you send 
this to him or her by first class mail. If the ad- 
dressee has moved or has a relatively stable 
address elsewhere please advise us or your 
postmaster of the correct address. 

Guilford College 
Greensboro, N. C 27410 


Second class postage paid at 
Greensboro, N. C. 

Pane Thirty-six 

Alumni Journal 






President of the Guilford College Alumni John R. Haworth — '47 

Association High Point, North Carolina 

President-Elect of the Guilford College Jack Edward Tilley - '49 

Alumni Association and Chairman of the Greensboro, North Carolina 

1967-68 Loyalty Fund 

Secretary - Director of Alumni Affairs William E. Benbow - '67 

Greensboro, North Carolina 

Treasurer Marion L. Ralls, Jr. - '48 

Greensboro, North Carolina 


Alice White Mendenhall - '08 

Edgar H. McBane - '14 

Sara Richardson Haworth - '17 

Hazel Armstrong Valentine — '17 

William Waldo Woody - '33 

Robert B. Jamieson — '33 

Doris Coble Kimmel - '46 

John Googe — '50 

Audrey Smith Duncan — '51 

Abner Alexander — '52 

Sam J. Lynch — '52 

J. Howard Coble - '53 

James 0. Morphis, Jr. - '53 

Emily Warrick Privott - '56 

Howard H. Haworth - '57 

Mary Nell Parker - '59 


Katherine C. Ricks - '04 

Era Lasley - '13 
Charles C. Hendricks - '40 

Communications, a Two-Way Affair 

Association News 

On the Quaker Sports Front 

"North Carolina: A Demographic Profile" Paul Zopf's 

New Book 

Faculty Forum: The Inhumanities, 1984 

Presenting: Pipes and Drums 

Building, Expanding, Renovating 

Nette Bossert, Gift of the Friends World Conference 

Students Speak Out: Passiveness Past 

On Campus 

Class Notes 


William Benbow 



Mike Reinhart 



Ann Deagon 





Richardson McKelvie 





Editor: Caroline Carlton 

Assistant: Becky Long 

Photography: Jack Baucom and Peter Julian 

Director of Development: Al Wheeler 

Director of Alumni Affairs: William Benbow 

Cover: Drawing by Linda Sue Hopkins 
taken from architectural sketch of 
the new men's dorm now under 

Association news 


by Bill Benbow '67 

Director of Alumni Affairs 

The Alumni Office hah received a number of letters from 
alumni who are very concerned about their relationship 
with the college. The following letter is very typical of 
those received: "I frankly have been quite disappointed 
with the lack of contact between the college and the 
alumni. Journals, letters, etc. arrive rather sporadically and 
frankly have little real interest to me. 1 feel that a closer 
relationship is desirable and perhaps necessary. For example, 
I recall only one notification of an alumni meeting in the 
Philadelphia Area and this was many years ago. Even though 
our number is small, I personally believe annual meetings 
could be arranged and of merit." 

This loss of contact between the college and the alumni 
is due to a breakdown in communication, but with the 
combined effort of all involved, this problem can be over- 
come. The first question is "What is the Alumni Office 
doing to overcome this situation'" The Alumni Office is in 
a state of reorganization. Staffing has increased, better 
records arc being kept, and through the efforts of Miss 
Caroline Carlton, director oi the news bureau, the Alumni 
Journal will appear in September, December, March, and 
June. Occasionally additional items ol interest will be mailed 
to the alumni so that you can have an awareness of the 
college's activities in your geographical area, as well as 
those activities that occur on the campus. 

Another realm of communication between the college 
and the alumni is Area Chapter Meetings. Such meetings 
will enable you to gain some first hand knowledge of the 
new and changing programs occurring at Guilford. Needless 
to say, many Alumni Association Chapters have not met in 
many years, but given the lime and effort for total re- 
organization, each chapter should begin to meet at least 
annually. But allow me to emphasize the fact that I need 
your interest and participation lor there is little that the 
\ I ii in ni Office can do unless il has the full cooperation of 
you, the alumni. 

Now thai il is understood (hat the Alumni Office is 
ready and willing to give y°u the communication and 
personal involvement thai you arc seeking, a second 

question should be asked: "How can we, the alumni, give 
the Alumni Office the assistance that it seeks?" Alumni 
should inform the Alumni Office of their address changes. 
The entire communication procedure relies on mailings. 
You cannot be informed of an alumni meeting, an activity 
of the college in your area, or receive your Alumni Journal 
unless the Alumni Office has your correct address. In many 
instances vour literature is mailed second or third class bulk 
rate, and such literature is not forwardable. 

In conclusion, I believe that the Guilford College Alumni 
Association, will be well started on a new period of growth 
if you, the alumni, will concern yourselves with communi- 
cation. Keep the Alumni ( >ffiee informed of your changes 
of address, vour interest in belonging to an active alumni 
chapter, and your desire to support Guilford College and 
its alumni program. 


At the second annual Class Agents' Day more than 60 
alumni and friends of the college gathered for the 1967-68 
Loyalty Fund kick-off meetings. After a morning coffee 
session, the first order of business was an alumni workshop. 
This meeting provided an opportunity for Agents to raise 
questions before and after the formal program which in- 
cluded presentations from the President of the Alumni 
Association, John R. Ha worth; President-elect and Loyalty 
Fund Chairman, Jack E. Tilley; Director of Development, 
Al Wheeler; and Director of Alumni Affairs, Bill Benbow. 

Information was spiced with graphics as the agents were 
given a tour of the campus on their way to the pre-game 

luncheon. First stop was the newly renovated Duke Me- 
morial Hall which houses classrooms, faculty offices, a new 
language laboratory and the audio-visual center. They got a 
chance to see the renovation under way in Archdale Hall, 
and the site of the $700,000 new men's dormitory where 
construction is just beginning. 

Trustee Counselor, W. Linwood Beamon '32, addressed 
the luncheon crowd, as did Jack Tilley and David H. 
Parsons, Jr. The importance of the Loyalty Fund in en- 
couraging unrestricted and currently expendable giving 
funds was stressed. The speakers stated that through the 
efforts of the class agents, parents and faculty and staff 
leaders the minimum amount of $40,000 is a realistic, yet 
challenging goal. This is a $15,000 increase over last year's 
Loyalty Fund Goal. 

After the luncheon, class agents, trustees and friends 
adjourned to watch the Guilford Ouakers defeat Newberry 
College 51-6 - the end to an excellent kick-off in more 
ways than one. 


The Alamance County Alumni Chapter (that sounds 
very impressive as a title, but it wasn't a stodgy meeting) 
held the first alumni get-together of the year on Septmeber 
23. Eighty alumni from Burlington and Greensboro with 
faculty and staff from the college met for a dinner at Huey's 
Steak House before the Guilford-Elon game. Melvin H. 
Lynn '33, president of the Alamance association presided 
over the informal affair. 

But it was the Yankees (naturalized or native) who put 

Alumni & Friends-Flight 

to C. W. Post game ■ N. Y. 

Alumni meeting, ■ Left to Right: 

Ralph Cummings, John Haworth, Mr. 

and Mrs. Max We/born & family, Mr. and Mrs. 

Herb Ragan, Mrs. Blackwelder, Ann Tilley, Ann 

Johnson, Barbara Stewart, Ester Cummings, Sue turn, 

Bill Benbow, Mr. and Mrs. Tom O'Briant, Mr. and Mrs. 

Jennings Withers, Mr. and Mrs. Dallas Smith. 

Recent Alumni become as excited as students seeing the 
Quakers beat Otterbein. 

all the Southern alumni to shame. The largest Guilford 
Alumni gathering off-campus "happened" November 4, at 
C. W. Post College in Brookville, Long Island. 

Nearly 300 alumni in the greater New York area turned 
out for the game. Quite a welcome for the Greensboro 
crowd of 36 ali'mni, Quaker ball fans and college per- 
sonnel who flew J-om Greensboro with the football team 
Friday before the game. At Newark the Greensboro crowd 
was met by buses and taken to the Commodore Hotel. 

By game time Saturday morning, the C. W. Post section 
reserved for Guilfordian.' was filled and overflowing with 
nearly 300 fans from northern New Jersey, New York, 
Connecticutt and Rhode Island. The Quakers performed 
outstandingly for the Southern and Northern Guilford fans, 
whalloping C. W. Post 35 to 14. And for all the Quaker fans 
back home, Dr. Hobbs spoke over the radio at halftime. 

After the game, a reception was held in Riggs Hall on the 
campus. According to Bill Benbow, 37 classes of alumni 
were represented at the open house and at the buffet 
dinner which followed. 

At the informal meeting Lee Jacobson was named alumni 
chairman and Joseph M. Leake, vice chairman, for the 
Greater New York Area Alumni Association. Mr. Jacobson 
and Mr. Leake did much of the advance organizing for the 
meeting of the New York association which had not met 
formally for 6 years. The New York Alumni heard briefly 
from John Haworth and Bill Benbow who introduced Dr. 
Hobbs, whom most of the alumni were meeting for the 
first time. 

Dr. Hobbs spoke on the recent changes at Guilford - 
the physical expansions and renovations, the academic 
upgrading, the increase in faculty salaries. Dr. Hobbs told 
the New York alumni that Guilford was now judging itself 
not by regional, but by national standards. He also told the 
alumni that Cox's Hall would no longer be used after the 
completion of a new men's dorm next fall. This drew a 
long cheer from those alumni who had lived in Cox! 


Notice is hereby given pursuant to Article IX of the 
Constitution of the Guilford College Alumni Association 
that the Board of Directors propose to amend Article III, 
Membership, Section (b) of the Constitution to read as 

(b) Full-time administrative officers and members of the 
faculty, specifically including former full-time admin- 
istrative officers and faculty members who have retired, 
who do not otherwise qualify as members of the 
Association shall be honorary members of the Associat- 

This proposed amendment will be considered at the 
meeting of the Board of Directors of the Guilford College 
Alumni Association at the January 2, 1968 meeting at the 



Presidents and a Queen 

Dr. Hobbs, Dr. Milner, and Valerie Szathmarie. 

Highlighting the varied Homecoming activities, Satur- 
day, October 7, was the football game between the Quakers 
and Otterbein College of Westerville, Ohio. Guilford reigned 
victorious by defeating her visitors 47 to 13. Thus, the 
undaunted spirits of alumni and visiting friends thrived, in 
complete disregard of the miserable weather. 

Alumni activities began Saturday morning with President 
Grimsley Hobbs' reception in Founders Hall, followed by 
a buffet luncheon. Upon completion of the afternoon 
activities, the scene shifted to the buffet dinner at the 
Guilford College Jaycee Club House. The alums rounded- 
out their day with a dance and entertainment by "Buck 
Rousche and the Desert Knights." 

Early in the week, the 980-member student body began 
their dorm decorating and float building for the parade at 
1 p.m. Saturday. Friday night the Student Union sponsored 
a laua, and on Saturdav a dance featuring the Shirelles, top 
recording artists. 

Performing during halftime at the pleasure of the 
spectators were the Guilford College Pipes and Drums and 
the Guilford High School Band. The half-time activities 
were centered around two equally important events of the 
day - recognition of Guilford football All-Stars of yester- 
year, and the crowning of the Homecoming Queen. Also in 
the spotlight for their successful organizational efforts were 
Mrs. Audrey S. Duncan of High Point, Homecoming chair- 
man, and Joe Hooker of Mt. Airy, student chairman. 

The "Queenly" nominees, totaling 16 in number, were: 
Carol Ann Lampley of Biscoe; Mary Weston of Matthews. 
N. C; Lynne Holcomb of Wilmington, Del.; Pam Atkins of 
Spray; Becky Mills of Richmond, Ind.; Jean Parker of 
Forest Park, Ga.; Martha Bradshaw of Rose Hill; Lynn 
Marshall of Greensboro; Rachel Rees of High Point; 
Patricia Davis of Advance; Sue Disharoon of Laurel, Del.; 
Martha Petty of Rural Hall; Jill Taylor of New Concord, 
Ohio: Patty Irwin of West Palm Beach, Fla.; Julie Kemper 
of High Point; and Valerie Szathmarie of Washington, D. C. 
From this "bevie of beauties," Valerie Szathmarie was 
crowned, receiving the coveted title of Homecoming Queen 
for 1967. 

On the Quaker 
Sports Front 

by Mike Rinehardt 

With the close of the 1967 football season, another era 
has ended at Guilford College. It seems funny to call a 
person an era, but you can when you talk about Guilford 
College's Henry McKay. Henry, who has led the tough 
Quaker football team to one of their finest records in 
history, has been nominated by the Guilford College 
Athletic Department for 1967-68 All-American honors. 
McKay is the fourth to receive these honors -- halfback 
John Meroney was the first in 1959, followed by Wayne 
Henley in 1960, and Ron Winslow in 1965; Meroney 
being the only player to gain first team honors to date. 

But what goes into making up an All-American? As a 
junior Henry McKay toppled Guilford and Carolina's Con- 
ference pass receiving record by pulling in 55 aerials good 
for 766 yards. The old record was held by Bucky Pope of 
the Los Angeles Rams. This year the 6' 1', 195 pound 
flankerback from Norfolk, Va., has totaled 822 yards for 
six games - a game average of 116.4 yards. For the first six 
games he has scored eight touchdowns; six have come on 
passes, one on a 90 yard kick off return, and another on a 
70 yard punt return. 

During the 1966 season McKay was named All-Con- 
ference halfback, as well as All-District halfback. Passing, 
sure hands, deceptive moves and two strong feet — this is 
Henry McKay, All-American 1967. So good in fact such 
professional teams as the Pittsburgh Steelers and the Los 
Angeles Rams have shown an interest in him. It has led 
Coach John Stewart to state that, "Henry is the most 
dedicated boy to the game of football it has been my 
pleasure to coach." Walt Riddle, sportswriter for the 
Greensboro Daily News-Record says, "He's hardnosed and 
in many ways is like the great pro receiver, Tommy 
McDonald, of the Atlanta Falcons. He has had double 
coverage all season and yet still comes up with the key 
receptions on third-down plays." 

Quaker Cagers Face 
Top Conference Teams 

With the beginning of the 1967-68 basketball season, 
the Guilford College Quakers will have one of their toughest 
years. According to coach Jerry Steele every team in the 
conference has improved and this makes them all strong 
contenders for the conference crown. The top six teams the 
Quakers will face are Catawba. High Point, Western Carolina, 

Elon, Appalachian, and Atlantic Christian. Also, the Quak- 
ers lost two starters; Wayne Motsinger at graduation and 
Leon Young with a back injury received last December. 

The Quakers top four men will be back. Forward Pat 
Moriarty returns 15 pounds thinner, and coach Steele 
thinks this will greatly improve his playing. Ed Fellers, who 
had a shoulder operation in July, will alternate at forward 
and guard. Bob Bregard, at guard, and 6' 8" Bob Kauffman 
at center will be starting again. Tommy Loftus and John 
Brooks will alternate as starters with Rodney Gaylord and 
Richie Allen also seeing action. 

Coach Steele asked to comment on his team, said, "I 
won't say too much now; I should know more in about 
three weeks, but I think we will have a good season." And 
what about the prospects against High Point? "No com- 


Nov. 27 UNC-C Away 

Dec. 2 Elon Home 

5 Pfeiffer Away 

8-9 Gate City Classic - Greensboro High. . Home 

11 Newberry Away 

14 ACC Home 

27,28,29 Springfield Tournament .... Away 

Jan. 4 Catawba Home 

6 Appalachian Away 

13 Newberry Home 

24 High Point - Greensboro Coliseum . . Home 

27 Georgia Southern Away 

29 Presbyterian Away 

Feb. 1 Catawba Away 

7 ACC Away 

10 Belmont Abbey Home 

12 Presbyterian Home 

14 Lenoir Rhyne Home 

17 Pfeiffer Home 

19 Lenoir Rhyne Away 

21 High Point - Greensboro Coliseum . . Home 

24 Elon Away 

28 Carolina Conference Tournament 


Dec. 2 UNC Home 

6 Elon Home 

12 Wesleyan Home 

Jan. 9 Wilmington Away 

13 Wesleyan Away 

Feb. 5 Elon Away 

14 Wilmington Home 


a Demographic Profile 


Dr. Paul Zopf, a botanist who switched to sociology 
because he "became tired of the non-human aspect" of his 
subject, has recently become the first scholar to be 
published by the North Carolina Population Center at 
Chapel Hill. 

His book, North Carolina: A Demographic Profile , has 
been described by sociologist Rupert Vance of the Uni- 
versity of North Carolina as "the definitive work of the 
population of North Carolina." Zopf, a quiet, smiling man, 
himself admits surprise that such a study had not been 
undertaken before. 

In writing the 428-page study, Dr. Zopf took raw census 
data and turned them into a palatable form, with meaning 
for laymen and sociologist alike. "It's basically a de- 
scription of the most valuable resource of North Carolina 
- her people," he said. 

A principal thesis is that "North Carolina is a study in 
extreme contrasts. The state has what I think to be the 
most rapidly developing complex of urban areas in the 
Southeast, the Piedmont Urban Crescent. But at the same 
time North Carolina contains some of the nation's most 
rural areas in folk cultures of the mountains and in the 
remote coastal regions." Zopf cites three major problems 
as a result of these contrasts: the need for unifying the four 
distinct regions of the state; attaining educational progress 
in the areas where it is most needed; and bringing about a 
receptivity to change. "The urban centers generate much of 
the change, but the East and the West are slow to accom- 
modate, therefore there is inevitable friction -- race relat- 
ions is only the most obvious example," Dr. Zopf said. 

The most basic and significant change occurring in the 
demography of North Carolina now is the high rate of 
migration and rapid residential shift from rural to urban 
areas, according to Dr. Zopf. 

Based on 1960 census figures, Dr. Zopf shows that North 
Carolinians follow two general patterns of movement. With- 
in the state, they move from traditional farming districts 
into the Piedmont region; and they move out of the state in 
such vast numbers that North Carolina yearly sustains 

considerable population losses from interstate migration. 
Persons aged 18-29 are particularly scarce because of this 

Migration claims an especially high proportion of the 
state's young adult Negroes -- especially the males. Al- 
though the importance of agriculture is declining parallel to 
the state's rapid growth in manufacturing "Negroes con- 
tinue to occupy low-status jobs, in agriculture and out of it, 
showing less occupational mobility than whites," Dr. Zopf 
said, "and many of them, lacking training for other occupat- 
ions, have little prospect for change." 

Net losses in population during the 1950-60 period were 
to states in which the levels of living were higher than North 
Carolina, primarily Florida, New York, California; whereas 
the majority of net gains were from Southern states, in 
which the level of existence was fairly low. 

But despite the high rate of migration (only ten of the 
state's counties incurred net gains in population because of 
migration), North Carolina is surging ahead as a whole, and 
ranks twelfth highest in total population. 

Dr. Zopf is at work on a second book -- this one with Dr. 
T. Lynn Smith, graduate research professor of sociology at 
the University of Florida. The text deals with the principles 
of rural sociology - rural life on an international level and 
the problems of development. 

Dr. Zopf traces his interest in rural sociology to his child- 
hood. A native of Bridgeport, Conn., he was reared in an in- 
dustrial city, but spent his summers working on the dairy 
farm of his German grandfather to earn money for college. 
"He was the prototype of a 19th century immigrant, self- 
sufficient, with a deep respect for education and the land. I 
learned much practical rural sociology from him and acquir- 
ed from him the incentive to pursue this line of endeavor," 
Dr. Zopf said. 

Dr. Zopf has been teaching at Guilford since 1959, and 
is now acting chairman of the sociology department and 
associate dean of the college. 

He is married to the former Evelyn Montgomery of 
Laurel, Miss., and they have one son, Eric Paul, age five. 

Its total population places North Carolina relatively high 
(twelfth) among the states and causes it to be more densely 
settled than 33 of them. 

The geographical distribution of the inhabitants is such 
that high concentrations of people are found in the central 
portion of the state, whereas the eastern and western one- 
thirds are more sparsely inhabited. The Piedmont Crescent, 
location of the state's major cities, is one of the most im- 
portant urbanized regions of the entire South. 

The state's population is a "youthful" one, containing 
a relatively large proportion of children and a comparative 
scarcity of adults of all ages, including those in the product- 
ive years and the aged. Persons from 18-29 are especially 
scarce, primarily because of this age group's migration from 
the state. This is particularly true for the Negro population 
which contains an even higher proportion of children, and a 
much lower percentage of adults than the white segment. 

Compared with the nation as a whole, the educational 
status of the people is low. This is especially the case among 
the Negro population. The persons who have received the 
most schooling are young adult whites who live in cities or 
on the military installations; whereas those who have had 
the least training are older Negroes who live in all resident- 
ial areas, but especially in the rural districts. 

These great educational differentials by race reflect the 
extremes in social stratification which still prevail in the 
state despite tendencies toward convergence. The trends in 
education, however, reflect rapid improvement, having had 
the greatest initial handicap to overcome. 

Agriculture, manufacturing, and trade employ the vast 
majority of those in North Carolina's work, force. In fact, 
manufacturing provides employment for a larger share of 
the state's labor force than it does for the nation at large. 

Two additional facts of interest along the labor line are: 
an unusually high proportion of females is involved, mainly 
in textile manufacturing which is the state's largest industry; 
nonwhites (mostly Negroes) are an important part of the 
labor force in North Carolina. 

The people of North Carolina have relatively low rates of 
reproduction as compared with those in the nation as a 
whole. This is largely the result of the mass exodus from the 
state by those in the fertile ages, although changes in birth 
folkways have played an important part. So much of the 
migration has involved movement from agriculture areas, 
that now there is an indication that the level of reproduct- 
ion on farms is below that of the cities. 

The balance between males and females in North Carolina 
is now about the same as that of the nation. No longer is the 
state characterized by rurality with its high proportion of 

males. Rather it is experiencing a rapid urbanization which 
is associated with a relatively large number of females. This 
balance between the sexes results in part from the tendency 
for young adult males to leave their native state for other 
parts of the nation. 

Negro males of all ages are scarce, partly because of their 
heavy exodus from North Carolina and partly because of the 
fact that even at birth, they outnumber females only 
slightly. Among whites male births considerably outnumber 

The population of the state continues to be far less urban 
than that of the nation as a whole. However, the growth 
rate of the urban population is greater in the state than in 
the United States at large and this is indicative of the ex- 
tremely rapid pace of urbanization, of the concomitant 
decline of rurality, and of changes in other closely related 
sociocultural features. These changes from a rural-dominated 
society to a highly urbanized one are among the most basic 
which are occurring in the state. 

The Piedmont region is the epitome of urbanization, the 
eastern part of the state is the stronghold of rurality 
typified by tenancy and sharecropping, and the Mountain 
region is an outstanding example of a traditional folk 
rurality in which ownership of subsistence farms figures 

Negroes and whites are equally likely to be urbanites but 
the former are much more inclined to be living on farms . 
Furthermore, the composition of the rural-nonfarrn pop- 
ulation varies greatly by race, with whites tending to be 
suburbanites and Negroes having their homes on subsistence 
plots too small or too poor to be classified as farms. 

The major functions of North Carolina's cities are closely 
related to the types of industrial pursuits which employ a 
sizable share of the work force. The major centers are no 
longer dominated by single functions but have become in- 
volved in manufacturing, wholesale and retail trade, trans- 
portation, education, government, and various other sources 
of jobs. 

Paul Zopf still finds time for office hours, 
while holding three positions - professor, 
acting chairman of the sociology department, 
and associate dean of the college. 


North Carolina's population continues to grow re- 
latively slowly and steadily as compared with that of the 
nation as a whole. The rural population continues to de- 
crease, with the rural farm segment declining especially 
rapidly, the rural-nonfarm growing, while the urban segment 
expands rapidly. The proportion of Negroes in the pop- 
ulation also is declining, for members of this race migrate 
from the state in such large numbers that even their com- 
paratively high rates of natural increase cannot sustain their 
previous level or relative importance. 

All of these patterns of growth and decline have pro- 
duced fairly high rates of expansion in the urbanized central 
portion of the state and either low rates of increase or 
actual decreases in most of the other sections. 


Copies of North Carolina: A Demographic Profile 
can be ordered from the Population Center, 500 
Pittsboro Street, Chapel Hill, N. C, for $5.00. 



by Ann Deagon 

First of all I would like to express my pleasure at being 
selected to address the student body of Guilford College in 
this year of 1984, on the occasion of the celebration of 
your 151st year of almost continuous educational service - 
interrupted only by the atomic disaster of December 1967. 

The title of my talk today is "The Inhumanities." 

When I began preparing this lecture, on instructions 
from Dr. Feagins, your Director of Organized Thinking, it 
occurred to me that I had appeared before you back in 
1967 ( on the "eve of destruction," as a contemporary 
song so prophetically phrased it ), the mere title of my 
talk, "The Inhumantities," would have confused and 
alienated an audience of that day. 

For in 1967, at least in those institutions which 
designated themselves as "liberal arts colleges," it was the 
archaic term the Humanities which received the adulation - 
usually hypocritical, but occassionally sincere - of students, 
faculty, administration, and even trustees. It is significant, 
by the way, to note what so few of the educators of that 
period suspected: that the truly vital element of higher 
education turned out to be not the content ( whose 
fluidity allowed it to be replaced easily ), but the container - 
that is, the rigidly established relationships among those 
whose duty is to learn, to teach, and to make decisions. 

In fact, educators of the pre-holocaust period seem to 
have been rather embarrassed by the obvious difference of 
function among students, teachers, and administrators, and 

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sought what appear to us rather far-fetched and even 
comical methods of blurring these distinctions. For instance, 
administrators seem to have gone to great lengths, by 
means of constant department meetings, committee meet- 
ings, faculty meetings, faculty conferences, and even re- 
treats held in resort hotels, to convey the impression that 
the faculty was actually making decisions. 

The faculty, by encouraging seminars, discussion groups, 
independent study, and "academic freedom" for students, 
attempted to convince the student body that they were 
educating themselves, while the teachers piously disclaimed 
any grasp of actual knowledge, and insisted that they them- 
selves were simply perennial "seekers after truth." 

The result of this deep-seated confusion of roles was 
utter chaos. It is perhaps symptomatic of the basic hypo- 
crisy of the pre-holocaust liberal arts college that the term 
scholarship and the term professorship had come to indicate 
no more than a designated sum of money paid the student 
or teacher on condition that he maintain the prevailing 

But to return to our topic: despite the obvious fallacies 
inherent in the humanistic and humaniterian view of life 
promulgated in the pre-holocaust colleges, it is impossible to 
gain a true understanding of the Inhumanities of our now 
perfected educational system without examining in some 
detail the archaic curriculum known as the humanities. 

One of the most laborious studies included under this 

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heading was the foreign language: that is, the student was 
required to learn to say things that would never have 
occurred to him to say, using a vocabulary and grammatical 
structure which convinced him of the absolute idiocy of 
whatever nation had originated the language. The effect on 
international understanding was of course disastrous, as 
students naturally transferred their hostility toward the 
language to the leaders and even the entire population of the 
foreign country. 

It may at least be credited to the perception of 
administrators, that once this tendency among students was 
understood, college after college instituted new courses in 
the language of hostile nations; and first Russian, then 
Chinese language courses fanned the anti-Communist fervor 
of the American student. The countries of Europe and 
Asia, of course, had long practiced this technique, having 
early recognized the study of English as a source of limitless 

It must be admitted that the use of machines for trans- 
lations was already being experimented with in 1967, but it 
was mistakenly felt at that time that mechanical trans- 
lation, omitting as it must the more elusive personal and 
emotional overtones of human language, might lead to 
awkard misunderstandings in international relationships. 
Human interpreters were unfortunately retained on the hot 
line between Washington and Moscow -- and as most of you 
know, there is considerable evidence that the holocaust was 
triggered by a member of the Free Speech League of the 
University of California at Berkley, who inadvertently came 
in contact with the hot line in the course of a sit-in at the 
White House. 

It is obvious to us now that the true purpose of trans- 
lation is not to convey but to filter out all emotive and 
strictly "human" connotations of language, leaving only the 
basic information easily computerized; and courses in the 
techniques of the Dehumanization of Language are now in- 
cluded in most of our Inhumanities programs. 

Another area of the humanities in which purposes and 
results were similarly confused is the teaching of English. 
The frustrations involved were similar to those of foreign 
language courses, with the student forcibly convinced in his 
freshman year, that English grammar was impossible to 
comprehend; and in his sophomore year, that it had been 
equally impossible for Chaucer, Milton, and Shakespeare. 
The professor expended all his energies demonstrating to the 
student, by frequent red pencil marks in the margins of the 
themes, his utter incapacity to write an intelligibile sentence 
- leaving the student to discover for himself in succeeding 
semesters the corresponding unintelligibility of the great 

While not denying the value of the study even of the 
English language as a means of communication where com- 
puterized communicators are not available, we in the 
Inhumanities feel strongly that literature as such has no 
place in the college curriculum. The reading and writing of 

literature are universal human failings, but surely it is the 
highest duty of the educational institution to protect the 
inmates from contact with anything which would tend to 
foster such "human" qualities. 

It is precisely because literature lies at the heart of the 
humanities that we so strongly deplore its availability even 
outside the university walls. I find myself forced to disagree 
here with the recent decision of our supreme court, which 
has taken the reactionary position that literature as such 
is not obscene, provided that it bears some sociological 

Another area included in the Humanities was the classics, 
so called because only the leisure classes could invest the 
time it took to master them. This field succeeded in com- 
bining the worse feature of language study and literature, 
as the classical writers had been shamelessly intent on re- 
vealing man's most deeply human qualities, while the study 
of the classical languages required a distinctly inhuman 
amount of labor. 

In addition to the theory of creative frustration which 
seems to have underlain the teaching of classical languages, 
the study of the classics was supported by an ill-founded 
belief in the uniqueness and excellence of ancient Greek 
culture. One is astounded at the admiration felt by students 
of the humanities for the ruins of Greek architecture, which 
undoubtedly inspired them to reduce their own cities to the 
same state. 

Most destructive of all, however, was the reverence paid 
to two wise-cracks which some vandal had carved on a 
temple to the god Apollo: Know Thyself -- which the 
college community used as an excuse for ignoring the rest of 
the world; and Nothing in Excess - a pernicious ideal which 
served to justify limited war and moderate casualties. 

The study of religion was also included in the Humanities 
-- oddly enough, since its principle concern was with a non- 
human being known as "God," who had last been reported 
seen some 2,000 years earlier by a young woman in Judea. 
(The details of the story are best passed over in silence.) 
At any rate, the question of greatest concern to the 
religionists of 1967 was whether or not, after a 2,000-year 
absence, God might be presumed dead. 

The claim of religion to a place in the humanities was 
perhaps based on the moral teachings of the church in the 
area of human relationships, epitomized in the statement 
that "all men are brothers." It would be extremely difficult 
to reconcile this statement with the realities of life in 1967 
or with the actual practices of church members, did one not 
recall that the pattern for brotherhood had early been 
established by the Biblical characters Cain and Abel, one of 
whom slit the other's throat. 

It should at least be stated in defense of teachers of 
religion that few if any had been taken in by their subject 
matter; and most were unlikely to worry over whether God 
was dead, being quite unconvinced that he had ever been 


While we are on the subject of religion, it would be 
appropriate to comment on the position taken by the 
religious Society of Friends (the significance of the name 
remains shrouded in mystery). As you no doubt know, 
much material relating to this sect was unearthed from the 
ruins of old Guilford College, which suffered surprising 
little in the 1967 holocaust, probably because of its remote- 
ness from any center of civilization. Leaders of the Society 
of Friends, greatly concerned not with the death of God 
but with the death of human beings, attempted to recon- 
cile opposing factions and promote peace. 

Their failure may in part be attributed to procedural 
difficulties, as their tradition demanded that the majority's 
will (if it could ever be determined) was automatically 
vetoed by influential individuals known as "heavies." We 
must beware, of course, of attributing to this sect the 
mechanized methodology and computerized concepts which 
provide the rationale for our own peacemaking. Their 
commendable efforts toward peace seem to have sprung 
from an amusing theory that God, though dead indeed, 
had been blown to bits, and each human being had some- 
where about his person a little bit of God. 

Although associated with the social sciences - a term 
indicating in itself the mistaken concepts of science and 
society held by the Pre-holocaustians - historians were 
generally eager to be included in the humanities, perhaps 
feeling that this would give them greater claim to be con- 
sidered human themselves. But even historians, whose study 
of the past history of the human race should have sufficient- 
ly indicated to them the nature of attributing the continual 
collapse of empires to man's failure to live up to his human- 
itarian ideals, to cherish those instincts which seperated him 
from the inanimate and the animal world. 

Let us pass to the consideration of how the Inhuman- 
ities program was initiated. The object failures of higher 
education in the Pre-holocaust colleges were due primarily 
to the predominance of the humanities. Existing side by 
side with the humanities, however, were several other 
fields capable of constructive contributions to the re- 
construction and redirection of civilization. 

The scientific method was known to the Pre-holocaust- 
ians, although it was limited to the primitive form of trial 
and error, while their equally primitive concept of statistics 
had apparently convinced them that the more times one . 
repeated the same error, the greater the chance of success. 

Primitive computers had been constructed by 1967, and 
even then it was clear that in the crucial area of decision- 
making the computer represented man's only hope for the 
future. But as a result of the pervasive humanism of the 
universities, scientists were mistakenly attempting to pattern 
the computer after the human mind. Only with the advent 
of the new Inhumanities program have we been enabled to. 
pattern the human mind after the computer. 

Science and technology, then, , provided us with the 
means to program young people with total efficiency, 
supplying their minds with accurate information and un- 
wavering loyalty to principle. 

The real problem faced after the holocaust, however, 
was how to evolve reliable and effective principles for the 
conduct of human affairs. Re-examining electronically the 
pre-holocaust colleges, we discovered the unexpected fact 
that even in 1967 the educational institution was modeling 
itself increasingly on the factory, and the techniques of mass 
production were being employed with amazing success on 
the average student. Why not seek our principles from the 
business and industrial area? 

The felicity of this decision has been demonstrated 
beyond question - and one marvels only that the pre- 
holocaustian humanists failed to see the efficacy of the 
business approach to the world's problems. 

Once man was reduced to his true proportions, as a use- 
ful but limited mechanism, the production of which may be 
speeded up or cut back at the stockholder's will, or in 
accordance with the law of supply and demand, problems 
which had plagued the humanitarians simply dissolved 
before our eyes. For instance, the embarrassing surplus of 
outdated models (known euphemistically to the Pre- 
holocaustians as "senior citizens") could simply be junked, 
especially as the original design included the universally 
valid concept of planned obolesence. 

New human models gradually became available after the 
holocaust, in great variety due to the mutations produced, 
although admittedly some models were recalled because of 
hidden defects. Our designers are now equipped to bring 
out a new model each year, and take particular pride in 
their development of their enlongated fin. 

Pre-holocaustian society, and the colleges in particular, 
insisted on external conformity in personal appearance, 
but perversely permitted internal deviation from accepted 
ideas, terming this anomaly "academic freedom." Today we 
encourage external diversity - and it gives me great pleasure 
to look out over an audience presenting so many pleasing 
variations in the number and position of eyes, ears, fingers, 
and such; especially since I may be quite assured that you 
are all programmed to think exactly alike. 

For the ultimate justification of the Inhumanities pro- 
gram lies in you - that is, in the peculiar quality of life 
exemplified by those who have undergone its influence, and 
of which you here today are heartening examples. 

You know no language but you own, and readily acknow- 
ledge its inferiority to the inhuman language of the comput- 

You abhor literature, and rightly so, recognizing the 
dangers of its humanizing propensities. 

You reject the seductive ideal of classical culture, re- 
taining only that salutary insight: "Man is the Messer of All 

(Continued page 32) 




pes and Brums 

Guilford College cannot claim additional fame by 
answering the time-worn-thin question of "what does 
one wear under the Scottish kilt?," but it can successfully 
boast that its bagpipe band is the only one in North 
Carolina, indeed one of very few in the nation. 

The Pipes and Drums of Guilford College, begun in 
1964, is under the capable direction of Dr. Henry Hood, 
the proud possessor of more than a decade of experience of 
teaching and playing the highland bagpipes. Other members 
of the group are: Herb Hobbs of Greensboro; Tim Snyder, 
'69, from Richmond, Ind.; Pipe-Major Dave Roberts, '68, 
from Poughkeepsie, N. Y.; Gary Johnson, '68, from 
Silver Spring, Md.; Phil Pollit, '68, from Siler City; David 
Hunter, '68, from Brooklyn, N. Y.; Tom Huntington, '68, 
from Haddonfield, N. J.; John Knight, '69, from High 
Point; Herb Poole, director of libraries, and Donald Deagon, 
assistant professor of English. 

Playing the pipes requires hours of practice, unflenching 
interest and perseverance - the patience of Job. Individually 
the practice is daily, but as a band, they are together once 
weekly on Friday. This is evident when these capable en- 
thusiasts perform, blending the colorful, stirring skirl of 
bagpipes with the roll of drums. 

Outfitted with their pipes, drums, kilts, hose, spats, and 
doublets, the band never ceases to create interest from the 
crowds gathered for their performance. The tartan design 
used by the group is that of the Graham of Montrose, in 
traditional colors. Their kilts are ordered directly from 
Scotland ranging in price from $115 to $125. To complete- 
ly outfit one piper, it costs around $600 - a nice hobby for 
the rich or the dedicated. 

Their repertoire includes some of the most famous of 
all Scottish songs (Scots Wha Hae Wi' Wallace Bled, Skye 
Boat Song, Scotland the Brave, and Blue Bells) as well as 
some of the oldest marcjies (Cabar Feidh or Stag's Head) 
and some old melodies arranged for the marching band, 
like the 15th century Pibroch of Donald Dhu. 

During the 1966-67 school year, the Pipes and Drums 
performed throughout the Piedmont and Mountain areas of 
North Carolina. This year performances are scheduled for 
the Christmas parade in Greensboro, Burlington, Mt. Airy, 
Concord, Clinton, Belmont, Whiteville, Clayton, Morganton, 
High Point, Walnut Cove, Mt. Holly, and naturally, on 
Grandfather Mountain at the Highland Games and Gather- 
ing of the Scottish Clans. 

Sir Winston Churchill once said that "a gentleman is one 
who can play the bagpipes, but doesn't." Contrary to Sir 
Winston, the Guilford College gentleman is one who does. 

Henry Hood - leader of the band 



Dr. Raymond Binford in his last presidential report in 
1934 said, "I have tried to make what is a natural unfolding 
of what was." This philosophy of preserving the past in 
building for the future has been maintained in the current 
physical expansion. In the past three years the college has 
undertaken the construction or renovation of seven major 
campus buildings: New Garden. Duke Memorial. Archdale, 
White and King halls, a new men's dormitory and Friends 
Homes. Yet for all the bulldozing, scaffolding, painting and 
polishing. Guilford College's structural character remains in 
the traditional Georgian style -- only aesthetically more 
pleasing and architecturally more functional. 

A major impetus for the mushrooming building and re- 
storing came in 1964, when Charles A. Dana pledged 
$93,600 for a three-building renovation of New Garden. 
Duke Memorial and King halls. For this stage; of expansion. 
Guilford also received $114,116 in federal funds under the 

Higher Educational Facilities Act of 1963, and has request- 
ed an additional $37,496. The government under the 1963 
act pays up to one-third of the cost of space used for edu- 
cational purposes. 

New Garden Hall, formerly New Garden Meeting, was 
the first target, and renovations were completed last fall. 
The building had stood vacant for many years, and the 
trustees decided to utilize this space for administrative 
offices, thus freeing Duke Memorial Hall for additional 
classrooms and office space. 

Last May, the vacant Duke Memorial Hall became the 
second project. One of the oldest buildings on campus, 
"Mem" Hall came into existence on April 2, 1897, as the 
result of a $10,000 gift from two former New Garden 
students, Benjamin and James B. Duke. The Duke brothers 
gave the money in memory of their sister, Mary Elizabeth 
Lyon, also a former student. The original building was de- 
signed primarily for science instruction, housing chemistry, 
phvsies and biology laboratories, a museum of natural 
history and a second-floor auditorium. 


The modern language lab be- 
ing installed in Duke Memorial 


White Hall on Friendly Road 
is the new home of the Devel- 
opment, Alumni and Publicat- 
ions offices. 



The newly renovated Duke Memorial Hall also received 
support from the Duke family. The college was endowed 
with $46,332 from the Doris Duke Fund and $10,000 from 
Duke Power Company for the elaborate project which call- 
ed for a modern interior design and the addition of a third 
story. Occupied in November, Duke Memorial Hall now 
contains nine classrooms, a seminar room, office space for 
fourteen faculty and staff, a large language laboratory and 
an audio-visual room. The enlarged language lab facilities 
were made possible by a $10,000 gift from Ralph Price of 
Greensboro. The audio-visual center contains a projection 
booth, screen, and individual sound controls for each of the 
75 tiered seats. The late C. Elmer Leak endowed the college 
with $62,875 for the center and the room has been named 
in memory of Mr. Leak and his wife. A re-dediration of 
Duke Memorial Hall is planned for April. 

The third building in the project was King Hall, which 
besides renovations, received scientific laboratory equip- 
ment. Future plans for King call for an estimated $600,000 
addition which will triple the current classroom space. 

When this addition is completed, the building could well be 
dubbed "King Hall the Fourth." The first King Hall, named 
for Francis T. King who helped plan it, burned in 1885; the 
second structure to which he was the first subscriber, also 
burned in 1908; and the present building was built eigh- 
teen years after his death. King was a philanthropist and 
organizer of the Baltimore Association, president of the 
board of trustees of Johns Hopkins and Bryn Mawr, and 
founder of the Friends' Conference on Education. 

In conjunction with the work done on King Hall, it was 
historically appropriate that Archdale should receive its 
share of improvements. Archdale indirectly came about as 
the result of the 1885 fire which destroyed King Hall. 
When King was being reconstructed as a classroom, the 
trustees decide that the boys needed a dormitory separate 
from it. The brick from the first King Hall was used in 
building Archdale and it was fittingly dubbed Phoenix 
Hall. However, when Francis King on one of his numerous 
visits to the campus heard of the name, he felt that an 
"old mythological bird" was a poor choice. He suggested 


Friends Homes on loan to L 
the college, is a temporary 
women's dorm. 


A view of one of the double 
rooms in Friends Homes, com- 
plete with air conditioning and 
carpet, but decorated to the 
gjrls' own tastes. 

Renovations began on Duke Memorial Hall last spring . 

that of the North Carolina Quaker governor and thus 
Arehdale became the permanent name for the men's dorm, 
furnished in the best style of the day with single beds, 
marble-top wash-stands and pot-bellied stoves. 

Those first students who occupied Arehdale would be 
amazed at the dormitory which is currently under con- 
struction. The 1700,000 structure was designed by the 
architectural firm of McMinn, Norfleet and Wicker and 
plans call for the dormitory to be completed by the open- 
ing of school next fall. The site of the new dorm, between 
Frazier Apartments and Milner Dormitory, had to be 
raised five feet with 7,200 cubic feet of earth moved from 
the soccer field. 

The three floor structure which will house 208 students 
was planned, according to Dean of Students William Lanier, 
"to give students the privacy they need and want." The 
dorm will be constructed in four separate units around an 
open courtyard, with outside private entrances and recessed 
stairways leading to each group of suites. The first floor will 

and the windows and floors were removed, the interior 
remodeled as the scaffolding rose . . . 


contain lounges, a conference room and kitchen. In addit- 
ion to 6 single rooms, the second and third floors will con- 
tain identical four-room suites, each unit having a private 
bath and commons room-lounge area. The sublevel of the 
dorm will contain laundry and storage space as well as a 
game and concessions room. 

The two other buildings now in use by the college are 
the result of a gift and a loan. On loan for a year from the 
Yearly Meeting is Friends Homes which is being used as a 
women's dormitory. Eventually the modern structure, com- 
posed of two-bedroom suites with connecting hall-way, 
bath and large closet space will be used as a retirement 

White Hall, the home of the George White family, was 
given to the college. The large house on Friendly Road now 
contains the development, alumni and publications offices. 
Occupied in June by the College Editor and the Alumni 
Director, White Hall after interior renovations are complet- 
ed will house the Director of Development, Al Wheeler, 
and his staff. 

until November when Memorial Hall was ready for its 
second seventy years. 


The television cameras, U Thant, the crowds of visitors 
and 899 of the delegates at the Fourth Friends World Con- 
ference left the Guilford campus. But one delegate, 
Jeanette Bossert, remained. 

On leave from India's Delhi University until January, 
Miss Bossert accepted the college's invitation to teach for a 
semester. Faculty, as well as students, are profitting from 
her rich knowledge of philosophy and religion. Fluent in 
seven languages, Miss Bossert, a native of Amsterdam in the 
Netherlands, is teacher, organizer, philosopher and author. 
Her book, India: Land, People, Culture, published last year 
in Dutch, will soon be available in English. At Guilford she 
is conducting a twice weekly seminar on Indian Civilization 
to faculty members, in addition to her student classes. 

Miss Bossert has been in India for 12 years - again on 
an invitation. This one from the Society of Friends in Delhi 
in 1952. 

"There are only five in the Delhi meeting," she ex- 
plained, "but they are working hard to improve relations 
between Pakistan and India; trying to promote a better 
concern between the countries and their people. They also 
conduct seminars on international problems four times a 
year, drawing young people from all over the world." 

But Miss Bossert 's work with the Friends is only a small 
part of her life in India which centers around the University. 
Besides her teaching duties, she was the prime mover behind 
organizing the first intercollegiate seminars for faculty and 
students of the 36 colleges in the university. The seminars 
are devoted to topics of international, national and social 
concern. In addition to providing the first academic com- 
munications between the colleges, the seminars are designed 
to bridge an even greater gap. Miss Bossert feels they are one 
means of assimilating the students into the whole process 
of India's growth and development, of stimulating their 
social consciousness. 

"There are tremendous problems, because of the changes 
taking place in New Delhi society," Miss Bossert said, "and 
the responsibility for India's future rests on the college 

The enrollment at the university has increased to 46,000, 
a 400% increase in the last twenty years. And this great 
number of students, "who study technical agriculture, 
medicine, liberal arts, must be prepared psychologically and 
socially to return to the villages - economic experts, 
engineers, all are necessary." 

But this is difficult as Miss Bossert explains, "the 
majority of students in the University are the first in their 
families to be educated. There is no backing in their homes; 
their parents do not understand what they are learning. 
When an Indian is educated he is often estranged from his 
parents. After he graduates, the natural response, the first 
thing he wants, is a job, a good paying, responsible job in 
the city. But the majority are needed so badly in rural areas, 
where 50% of the population live. But like most young 
people, they want to stay in town, not return to a village 


where there are no facilities for further study, no reereat- 

"Many parents can afford to send only one child to the 
university, and this will likely be the eldest son. He can 
not go ahead and settle well for himself. He will always be 
part of his whole family. The responsibility of most, is not 
to build their own careers, but the maintenance of the 
family -- to educate their brothers, to care for their parents, 
to stave off the tremendous economic pressures." 

A student generally "may go undecided to the university, 
receive his A. B., and stop his education," Miss Bossert said. 
"This does not mean he is qualified for anything; it doesn't 
make him prepared for life, there is no real understanding of 
life itself. The relation between liberal arts teaching and its 
application is rather wide. The arts student is bewildered 
in the complex socio-economic-political waves." 

These are the dilemas which Nette Bossert tries to face 
in the seminars and classes she conducts in India. "We focus 
attention on the fundamental needs of the country and try 
to bring home to the students a deep sense of dedication, a 
desire to do something for India with their knowledge." 

In addition to the seminars, there are the University 
Projects in social service which Miss Bossert co-ordinates. 
A literacy project for those in and around the university 
was started a year and a half ago. Teams of students trained 
by experts for one semester, visited in the homes of the 
servants, the manual laborers, and recruited 240 New Delhi 
residents for classes. They were divided into classes accord- 
ing to their occupations. "Adult education is useless unless 
it is functional. A gardener, a bearer, a sweeper all want to 
know different words," Miss Bossert said. "The classes 
presented a tremendous opportunity for the students," 
Miss Bossert said, "to be involved in life and apply their 
knowledge in practical fields." 

Another of the projects Miss Bossert spear-heads are 
three-week long trips into outlying villages. As more than 
chaperone for a group of university students, Miss Bossert 
works with the students helping build a sports field, a road, 

a school, a hospital. In the afternoon they hold seminars 
about "anything" of concern to the village, even a draught 
in the neighborhood. Then sports for the youth, then games 
with the whole village. "The students come with good will 
and a great amicability arises between the group and the 
villagers before the stay is over. There is a mutual benefit - 
it is essential education for the students in a human way 
that can't be gained from books, and which involves them 
with their country. Many have never done such a thing. 
They will tell me 'This has been the best experience of my 

But of course there are problems to be overcome. Miss 
Bossert at first ran into opposition from the minister of 
education because she wanted to take both boys and girls 
into the village. The Indian customs of keeping the sexes 
strictly segregated are, however, changing. Partially, accord- 
ing to Miss Bossert, because of the great desire of women 
students for education. "About 52% of Delhi University is 
now girls. They arc even more eager to learn than the boys, 
coming from backgrounds even more sheltered." 

Miss Bossert is always promoting ways "to give students 
an education which fits them for life." Students from the 
university went on field trips to the Himalayas, to help 
build a hospital for Tibetan refugees; and campaigned to 
raise goods for Kashmir refugees. Medical teams of students, 
who have received lectures from experts, go into wards 
where the villagers are, the villagers who have had no com- 
munications with relatives. They do anything which "could 
help the patients," Miss Bossert said. 

For a philosopher of religion like Miss Bossert, there is 
no country as rich as India in which "one can be confronted 
with all religions." 

"Believing in peace and the well being of all mankind, 
one can not continue to live in luxurv when two-thirds of 
mankind live in poverty. We may sit in Guilford and plan 
our finest thoughts, but unless there is real sharing, there is 
no closeness. A deep element, sharing." 

But Nette Bossert feels she has received far more than 
she has given. "I have experienced something no other 
country could give -- the real philosophers. There is time to 
think in India ~ the saints in the mountains, the professors 
in the universities; men like Dr. Iladha-Krishnan; Pandit 
Nehru; Zahra Ilussah, President of Delhi — to meet and 
really share with these people." 

And there is another group from whom she has witnessed 
this deep clement of sharing - the previously labeled 
"untouchables." "I have worked with them too, and they 
are the 'eye-openers.' If I'd been deprived for a life time, I 
would hate the privileged people and be unhappy. But these 
people are full of compassion and boundless love." A 
puzzling question, but Miss Bossert believes, "these are 
people who have suffered and from this background can 
really love. They would never do anything which would 
cause another person the pain they have known." She told 

( Continued on page 32 ) 



by Richardson McKelvie '68 

The passiveness that has permeated college life in the 
past is slowly disappearing from Guilford College. 

With the innauguration of Dr. Grimsley Hobbs two 
years ago came the first stimulus for change, innovations in 
the administration, the college community itself. With out- 
side resources, such as outstanding educational specialists 
acting as advisors in particular fields, supplementing an 
analysis of past programs, the college developed a new, more 
flexible curriculum which allows greater choices in the 
sciences and humanities. 

It is this process of academic change stimulated by the 
new curriculum, which I feel, has freed many attitudes. 
This structural change, giving elasticity to the college 
academic programs, has brought with it a change in individ- 
ual responsibility - long a focal point of the Quakers. 
Education at Guilford is becoming no longer a rigidly 
directed force, but rather a living-learning experience which 
challenges the student's total educational experience. 

Guilford College no longer shelters students with a lack 
of motivation. With the addition of such things as new 
facilities in the science labs and new resources in faculty 
through endowed fellowships, the students are gaining more 
than a sterile academic awareness of their environment. 

This year's freshmen class was the first to get a foretaste 
of college life through required summer reading, and by 
getting a chance to discuss the books and their implications 
with the faculty. These discussions, held three nights during 
freshmen orientation at the homes of participating faculty 
members, centered upon contemporary concepts in the 
fields of religion, science, humanities, and demonstrated the 
college's awareness of the need to realize the issues and 
problems of today. 

Convocations with scholars such as anthropologist Dr. 
Loren Eiseley and Pulitzer-Prize winning poet, William 
Snodgrass, are adding to the students' awareness and 
educational experience. 

Guilford is also changing socially. This fall has witnessed 
a subtle difference, as the newly created college union com- 
mittee, designed for the future physical plant, has encourag- 
ed and offered more varied recreation. The newly opened 
Coffee Hut is a concrete example of real student inititative. 
Under student leadership the home of the old language lab 
has become a place not only for student gatherings, and 

entertainment, but also a symbol of constructive student 

Through the mainstram of fall campus life exciting and 
colorful football games and "rocking" weekend parties 
occur as before, but more serious events have marked the 
campus. Students in the legislature and in special forums 
expressed their concern over the unwillingness of a local 
barber chop to serve Negro students. Students and faculty- 
members alike held a silent peace vigil in front of Founders 
Hall in conjunction with the national protest over the draft 
and the war in Viet Nam. The Quaker summit, the Fourth 
Friends World Conference of last summer exhibited these 
same concerns. 

Nevertheless, there are still many areas for exploration 
and a need for student awareness and involvement. It seems 
this fall has been a start, and as the leaves are changing so 
are the students. 

Rich McKelvie, from Wilmington, Delaware, is a 
senior math-major and editor of The Guilfordian. 



Bruce Blakely Stewart, former dean of student affairs at 
the North Carolina School of the Arts in Winston Salem, 
became Director of Admissions at Guilford this October. 

Stewart, a native of Lynn, Mass., received his B. A. 
degree in economics from Guilford College in 1961 and his 
M.Ed, in guidance and counseling from the University of 
North Carolina at Chapel Hill in 1962. Stewart attended the 
NDEA Guidance Institute at Boston University, and was a 
participant in the Goethal's Seminar, "The College and the 
Student," at Harvard University under a grant from the 
Church Society for College Work. 

Before coming to the School of the Arts, he was an 
instructor in economics at Greensboro College and guidance 
counselor and history teacher at Page High School in 

While at Guilford, Stewart will also serve as a consultant 
to the Madison-Mayodan schools on problems of deseg- 

Stewart replaces Robert Newton who resigned to become 
principal of Page High School in Greensboro. 


Foreign language teachers from across the state assembl- 
ed at Guilford College October 21, for the annual meeting 
of the N. C. chapters of the American Association of 
Teachers of French, Spanish and Portugese, and German. 
At the joint meeting, Hiram Hilty, professor of Spanish at 
Guilford, was elected president of the Spanish association 
for the 1967-68 academic year. He served as vice president 
the past year. Dr. Eugene H. Thompson, Jr., assistant 
professor of French, is currently president of the French 


Dr. Grimsley Hobbs was elected president of the Council 
of Church-Related Colleges of North Carolina at the coun- 

cil's 47th annual meeting held this November in Greens- 
boro. At the meeting Dr. Hobbs addressed the presidents 
and deans of the 37 church-related colleges in the state on 
the role of summer school in the liberal arts college. 
Dr. Clyde Milner, past president of Guilford has been 
named to the new post of executive director of the North 
Carolina Association of Colleges and Universities. The 
association of 57 colleges and universities is the basic 
accrediting agency for higher education institutions in the 


Dr. Henry J. Cadbury, Hollis Professor of Divinity 
emeritus at Harvard University, delivered the second annual 
Algie I. and Eva M. Newlin History Lecture in November. 
Dr. Cadbury spoke on William Hunt, New Garden Friend 
and father of Nathan Hunt, a founder of Guilford College. 
His lecture was based on portions of Hunt's diary which tell 
of his trip to England on the eve of the American Revolut- 

A reception honoring some 70 of the Hunt descendants 
now living in North Carolina, was held following Dr. 
Cadbury 's lecture. 


Guilford has been the site of many "meetings," but the 
one sponsored jointly by the State Department and the 
college on November 30, demonstrated that Quakers are 
not alone in their concern with foreign policy. 

The College Student Union invited a team of four 
foreign policy specialists to hold a day-long community 
foreign policy meeting for all interested Greensboro resi- 
dents. The diplomats spent their day shuttling from press 
conferences to high school auditoriums to class room 

Appearing in behalf of the State Department were 
Daniel Brown, Public Affairs Advisor to the Bureau of 
Near Eastern and South Asian Affairs; Robert A. Lewis, 
recently returned from the American Consul in Saigon and 
currently in the Viet Nam Working Group in the Bureau of 
East Asian and Pacific Affairs; Thomas W. McElhiney, 
country director for South Eastern Africa in the Bureau of 
African Affairs; and William L. Swing, international econo- 
mist with the Bureau of Economic Affairs. They included 
Guilford among their stops after appearing at N. C. State, 
Duke, U.N.C. at Chapel Hill and Queens College. 


Guilfordians invaded the United Nations, but their 
mission was peaceful and scholarly. Thirty eight students 
and four faculty members, Claude Shotts, Don Christenson, 
David Cheek and Cyril Harvey, were the participants in 


Guilford's second United Nations Seminar. 

The group left the campus Wed., November 15, for a 
four-day stay in New York City which centered around 
tours of the U. N. and briefing sessions with delegates. The 
pro's and con's of admitting Red China to the international 
body was the core issue in discussions. 


Malcolm E. Osborn, part-time instructor at the Down- 
town Campus, lectured at New York University's 26th 
Annual Institute on Federal Taxation, November 8-17. He 
spoke on "Gifts of Life Insurance as an Element in Estate 
Planning." Osborn is assistant vice president and tax coun- 
sel for Security Life and Trust Company in Winston Salem. 

Biology department chairman, Dr. Robert Bryden, was 
invited to deliver the opening address at the National 
Science Teachers Association meeting in Jacksonville, Fla., 
November 17-19. 

Dr. Bryden spoke on innovations in Guilford's science 
program. The core curriculum has recently been revised to 
give liberal arts students greater flexibility in choosing 
courses geared to an appreciation of scientific concepts in 
such fields as astronomy and geology. The Jacksonville 
meeting was the last in a series of programs devoted to 
furthuring "scientific literacy" in high schools and colleges. 


Dr. Robert M. Dinkel, sociology professor at Guilford 
and president of Carolina Quality Brick Company, has been 
named to an eleven-member, eight-state regional health 
committee established by the Department of Health, 
Education, and Welfare to advise the U. S. Public Health 

The Regional Health Advisory Committee will consult 
with and advise Dr. Emil E. Palmquist, regional health 
director, on making grants to states for health planning, 
training, studies, demonstrations, and services in the eight- 
state region which includes N. C, W. Va., Md., Ky., District 
of Columbia, the Virgin Islands and Puerto Rico. Under 
recent legislation North Carolina this year could qualify for 
up to $1,721,400 in Federal funds for comprehensive 
health planning and services. 

Dr. Dinkel, who has been on the Guilford faculty since 
1950, received his doctorate from the University of North 
Carolina at Chapel Hill. His articles on population, fertility 
and geriatrics have appeared in leading sociology journals. 


Dr. F. R. Crownfield, professor of religion at Guilford, 
attended by invitation a conference on "Science, Religion 
and Man's Future" at State University in Raleigh, Oct. 

Pausing for a brief moment in front of Dana Auditorium during 
their on-campus tour are Dr. MacLean Gander, Charles Dana, Dr. 
Henry Littlefield, and Dr. Hobbs. 


Mr. Charles A. Dana, with his wife, son, Charles A. Dana, 
Jr., and trustees of the Dana Foundation, paid Guilford a 
visit the last week in October. A noon luncheon in New 
Garden Hall was held in their honor by Dr. Hobbs and the 
Board of Trustees. 

The Dana Foundation has contributed more than 
11,700,000 in out right gifts to the college, and through 
requirements on matching grants has generated an equal 
amount of additional support for the college. 

Henry W. Littlefield, president of Bridgeport College, 
Walter Mann and Dr. MacLean Gander, all trustees of the 
foundation, accompanied the Danas on their trip south, 
which included visits to Davidson, Queens and other 
colleges to which the Dana Foundation has contributed. 


Frederick W. Parkhurst, Jr., associate professor of 
economics, is the author of a 56-page report, entitled 
"Noise, Jets, and the Sonic Boom," published Friday, Nov- 


ember 3rd in the Congressional Record. The paper, prepared 
last summer while at New York University Graduate School 
of Law, is a study of the social and economic consequences 
and the legal problems arising out of recent developments 
in science and technology, particularly when under govern- 
ment sponsorship. 

The U. S. Government is currently financing a project to 
spend billions of dollars for building a supersonic jet. The 
paper warns of the personal injury and property damage, 
including nuisance, trespass, invasion of privacy, and issues 
involving due process, democratic decision-making, and 
agencies to protect the public from the dangers of super- 


Guilford has joined the age of the computer, with a 1620 
IBM of its own. The computer, valued at $120,000, was pre- 
sented to the college by Pilot Life Insurance Co. Guilford 
will use the computer to enhance its internal business and 
administrative operations, and to teach courses in computer 

The J. W. McLennan Scholarship Fund has been estab- 
lished by Mrs. McLennan in memory of her husband. The 
$5,000 gift will provide income for an annual $200 scholar- 
ship for a student attending the Downtown Division. 

North Carolina National Bank recently announced a 
$10,000 grant to be used over a four-year period to raise the 
salary base range for Guilford faculty members. 

The grant will be used as part of a $228,890 yearly 
increase in salary budget which will bring Guilford to the 
"C" level of AAUP salary ratings. 

Guilford College received a $2,000 grant from the Sears, 
Roebuck Foundation November 10. Dr. Hobbs, was pre- 
sented the grant by Robert E. England, local representative 
of the Foundation. 

Unrestricted grants totaling $1 million were distributed 
by the foundation under a continuing program of aid to 
privately supported colleges and universities. Nineteen par- 
ticipating colleges and universities in North Carolina will 
share in grants totaling $24,000; altogether, more than 600 
colleges and universities from coast to coast will receive 
Sears Foundation grants. 

The purpose of the program is to help institutions of 
higher learning systematically meet their financial needs. 
They are unrestricted to allow the school to allocate their 
funds according to their greatest needs. 


Guilford College was named the recipient of a $100,000 
bequest by the late John K. Voehringer, Jr., Greensboro 
industrialist, who died August 2. The gift was made to the 
trustees of the college, and is directed as the John K. 
Voehringer, Jr., Memorial Fund to be used for buildings, 

instructional or operational facilities, scholarships or "any 
other way deemed appropriate" by the trustees. 

Voehringer was among the small group of Greensboro 
business men who in 1948 started the Greensboro Evening 
College which five years later became part of Guilford 
College. Voehringer was past president of Mock, Judson, 
Voehringer, a local hosiery firm, tlfle Greensboro Com- 
munity Chest and the Greensboro Chamber of Commerce. 


Ernest A. Sawyer, a senior at the Downtown Division 
was awarded a Western Electric Fund Scholarship for the 
1967-68 academic year. The scholarship pays full tuition 
costs and allocates a portion of the fund to the operating 
expenses of the college. 

Sawyer, a full-time student majoring in physics, is also 
employed by Western Electric as an electronic technician. 
This is the first time the Western Electric Fund Scholarship 
has been awarded to an employee of the Greensboro plant 
since the program was begun 8 years ago. This year 203 
scholarships will be awarded to college students throughout 
the country by the Western Electric Company. 

Sawyer is the son of Mr. and Mrs. Carson Sawyer of 
Sophia, N. C. 


Guilford student's long-awaited plans for a coffee house 
materialized this fall. The coffee house is housed in the Hut, 
the former location of the language labs which have been 
moved to the newly rennovated Duke Memorial Hall. The 
Coffee House Committee of the Student Union, under the 
direction of Mary Winslow, has scheduled folk singers, poets 
and other entertainers to make week-long appearances at 
the Hut. 


Jerry Steele, assistant professor in the physical education 
department, has been nominated by the Greensboro Jaycees 
to be included in the 1968 edition of Who's Who, which 
lists outstanding young men of America. Steele, who receiv- 
ed his B. S. from Wake Forest University and his M.Ed, 
from the University of North Carolina at Chapel Hill, has 
been at Guilford since 1962. 


The Guilford College Choir, under the direction of Eldon 
K. Moen, will present Handel's Messiah, in Dana Audi- 
torium, Sunday, Dec. 10. 

Moen, a new faculty member in the music department, 
was minister of music at the First Baptist Church in Greens- 
boro. He received his B.M.E. and M.M.E. degrees from the 
University of Wichita in Kansas. He is married to the former 
Iris Ann May and they have four children. 



NOTES #*" j 





MRS. VIOLA BILLINGS is the new head 
of the Employment Security Commission in 
Goldsboro, N. C. 


F. E. WERNER, who has been assistant 
superintendent of mails in the Greensboro 
Post Office since Jan. 1, 1966, was pro- 
moted to superintendent of mails July 28. 

chosen to serve as city executive of First 
Union National Bank in Goldsboro, N. C. 


MARVIN SYKES in August was named 
executive director of the Better Business 
Bureau of Greensboro. 


MILO V. GIBBONS, one of thirty-one 
civilian faculty members of the U. S. Naval 
Academy of Annapolis, Marylana, was hon- 





! I 

Football was introduced at Guilford College in 1892 by Walter Haviland, a red 
graduate of Haverford. The first off-campus games were played in 1893, with a line 
composed of Carl Wheeler, center; V. L. Brown, left guard; Albion Wilson, right gua 
Walter Haviland, left tailback; William J. Armfield, right tailback; Charles Hauser, It 
end; J. O'Neal Ragsdale, right end; Hiram Worth, quarterback; Allen Jordan, right hi 
back; Sinclair Williams, left half back ; and Caswell Grave, fullback. 

"In the beginning, the sport was without much regulation: members of the facu 

ored for twenty years of service on April 
27, 1967. A former instructor at the Uni- 
versity of Maryland; he joined the Naval 
Academy Mathametics Department in 1946; 
and was promoted to associate professor 
in 1956. 

DR. JACQUES HARDEE, Chairman of 
the Department of Romance Languages at 
the University of North Carolina, has been 
accepted into the French Legion of Honor 
as a knight. He was selected for the honor 
by the French Ministry of war for services 
rendered during W. W. II and by the Min- 
istry of Foreign Affairs in recognition of his 
accomplishments as a French teacher in the 
United States. 

named vice president for industrial chem- 
icals of Esso Chemical Company, Inc., New 
York. He formerly served as president and 
managing director of Esso Research, S. A., 
in Brussels. He holds a B. A. from Guilford 
and an M. A. from the University of 



ROY LEAKE and his family will be 
spending 1967-68 in Strasbourg, France, 
because of his appointment as Director of 
the Indiana-Purdue Foreign Study Program 
at the University of Strasbourg. Mr. Leake 
has been teaching at the Indiana Uni- 
versity since September, 1961. 

DR. COLIN P. OSBORNE was chosen 
president-elect of the North Carolina Dental 
Society May 11. He has been practicing 
dentistry in Lumberton since 1947. He will 
take his place as president of the 1,500- 
member society next year. 


ored for 25 years of service with the Borden 
Company at a special Quarter Century Club 
meeting in Raleigh on October 28. 




RACHEL BENFEY has been appointed 


ed on the team (there were two, Haviland and Graves in the 1893 line-up); there was 
to be plenty of trouble over referees; schedules were not made very carefully. Once 
slight error on the part of the manager, the Guilford team played Davison one after- 
I rode the day coach into South Carolina, and played a game with Clemson soon 
• arriving. Guilford got the negative of a one hundred sixteen to nothing score that 
"from Guilford: A Quaker College, Dorothy Gilbert Thome. 

The photograph of the 1892 foot- 
ball team is reprinted with the per- 
mission of Joseph S. Cude, 985 Nile 
Street, Aurora, Colorado, who will 
secure copies of the original for families 
of players on the team. 

part-time instructor in art for the winter 
term at Earlham College. 


of the Midland Mutual Life Insurance Com- 


America." She is presently a member of the 
faculty of the E. M. Rollins School, Hender- 
son, N. C. She furthered her studies in 
psychology at Western Carolina College after 
receiving her M. A. from the University of 
North Carolina at Chapel Hill. 

W. R. GEORGE is the new principal of 
Carrboro Elementary School. 

CARTER I. PIKE was named principal 
of New Market School in Alamance County 
in August. 


ARCH L. RIDDICK, JR. has been pro- 
moted to supervisor, group insurance claim 
department, at Kanas City, Mo., for Aetna 
Life and Casulty. He served in a super- 
visory capacity at Salt Lake City, Utah for 
the past two years. He is living in Kanas 

DR. CARL M. COCHRAN has been 
appointed professor of psychology on the 
faculty of Bowman Gray School of Medicine 
in Winston Salem, N. C. 

JOHN W. GOOGE has met the require- 
ments for membership in the Leaders Club 

ed by the City Council to serve on the High 
Point Civil Service Commission. 

ried Mildred Fort on August 6. 


ROBERT T. WAUGH has been named a 
supervisory agent for the Federal Home 
Loan Bank Board in Washington, D. C. 


B. Browne were wed August 19. 

JANE CREWS MEEKINS has been se- 
lected for her complete biographical sketch 
to appear in the 1966 edition of the 
publication "Outstanding Young Women of 

Ruth Turner were wed Oct 14, in Raleigh. 
He is a resident agent in the Office of 
Security of the U. S. Department of State. 

ROBERT F. CREWS of Hillsborough has 
been named assistant to the manager of the 
Eno Plant of Cone Mills Corporation. 


COLIN R. EDWARDS has qualified for 
membership in Home Life's Senior Estate 
Builder Club for 1967. 

THOMAS H. WARD has set up a new 
personnel consultants service firm, the Tom 
Ward Associates, in Greensboro. 


Assistant Professor of Religion at Pfeiffer 


Former football greats honored at Homecoming '67: Ronnie flinslow, '67,' Bob 
Yarborough, '51; Jennings Withers, '49; Abner Alexander, '52; Sam Shugart, '53; 
Bob Cornish, '56; John Meroney, '61; Wayne Henley, '61; Larry Younts, '61; and 
Tom Grayson, '68. 

College, J. HORACE MANESS has been 
elected to membership in Phi Delta Sigma. 
Phi Delta Sigma is the College's academic 
honor society. 


On April 1, H. CURT HEGE was ap- 
pointed general manager of Shields, In- 
corporated, Winston Salem, North Carolina. 

B.W.STRADER, JR. has been promoted 
to assistant vice president and manager of 
the Ordinance Claims Department for Pilot 
Life Insurance Company, Greensboro, N. C. 

CHARLES A. STRIDER has been se- 
lected by Hughes Aircraft Company to 
attend graduate school at the University of 
California at Los Angeles to participate in 
the Engineering Executive Program. Upon 
completion of the program, a master's de- 
gree in engineering is awarded. 


erine Ann Buntin were wed in August. 

HOWARD H. HAWORTH was appointed 
vice president upholstered product manager 
for Heritage Furniture Co. on August 25. 

GUS A BALLUS of Winston Salem, a 
field sales trainer of Schering Labortories, 
completed in September a one-week ad- 
vanced field sales training course at Union, 


Turtle Creek, where she is a teacher of 
emotionally distrubed children in the Alle- 
gheny County, Pa. schools. 

Forbes were married September 30, in 
Reidsville where they will make their home. 

DR. BRITTA TENGVE is completing a 
year of work as a medical doctor in a 
settlement for Rwandan refugees in Tanzania 
near Lake Tanganyika. 

have recently returned from a four-day visit 
to San Juan. Puerto Rico. They were attend- 
ing the "Carribbean Conference" business 
meeting of Sun Life Insurance Company of 

DR. ALVIN JAFFEE is currently the 

chief resident in the Department of Pedi- 
atrics at Baylor University in Houston, 

president and secretary of the J. \1. Matties 
Company. Inc.. wholesale distributors in 
Durham. Burlington, and Fayetteville. He 
and his family live in Durham. 



MIRANDA GODWIN and Robert Lotz 
were married Sept. 23. They are living in 

June Elizabeth Patton were wed August 12. 

her husband, Allen, have a new daughter, 
Mary Kathryn, born Februarj 1!!. 

On September 7. Michael Perkins J uchter 
was hern to MR. AND MRS. [OHN P. 
1 1 ( Ml IK. 

MRS. MARTHA G. GEESA recenth re- 

ceived a third Meritorious Honor Award for 
lirr work as chief of the Division for 
Vinericans \ broad in the Bureau of Ed- 
ucational and Cultural Affairs. Two previous 
awards were presented 1>\ Charles Frankel, 
assistant secretary of state, and Mrs. Katie 
l.ouchhcim, deputy assistant secretary of 


job as employment interviewer for Employ- 
ment Se.curitj Commission in Wilmington, 

Y C. 

WADE T. MACEY has been named 
assistant professor of mathematics at Pfeiffer 
College for the 1967-68 academic year. 

THOMAS E. PHILLIPS has been ap- 
pointed senior brokerage consultant at the 
Houston brokerage office of Connecticut 
General Life Insurance Company. 


C. RONALD NEASE has been named 
head of the mortgage loan department of 
Wachovia Bank and Trust, July. 1967. 

CHARLES W. STOUT has been named 
by the North Carolina Education Associat- 
ion Board of Directors to its staff beginning 
July 1. He will work for the general program 
of the association and will be assigned 
specific duties with the Division of Class- 
room Teachers. 

JAMES W. WHITLEY has begun practic- 
ing as a C. P. A. in Goldsboro this Septem- 

MAURICE RAIFORD, instructor in 
physics at Guilford College, is presently 
working toward his Ph. D. at Duke Univer- 

JAMIE B. MATHEWS and Erwin Mollet 
were wed October 14. They are living in 
Antwerp, Belgium, the bridegroom's home. 


LARRY E. FOLTZ has been appointed 
sales representative for Automatic Retailers 
of America, Inc. He has been assigned all of 
Atlanta and the surrounding Georgia com- 

former Ann Hollingsworth Lineberry were 
wed August 19. 

ANN WARWICK DELANO and her hus- 


band, Captain Lyle Delano, and their two 
daughters have been stationed at Clark Air 
Force Base in the Philipines. He has been 
there since August 1966 and was joined by 
his family this June. 

SAMUEL Q. POWELL received his M. A. 
degree from Stetson University in June. 

JAMES A. LONG recently took part in 
an advanced speech training program spon- 
sored by the Charles Pfizer and Co., Inc., 
where he is employed as a sales represent- 

received the Bronze Star near Due Pho, 
Vietnam July 29. He earned the award for 
outstanding meritorious service as an Officer 
in the 25th. Infantry Division's 3rd. Brigade 
Task Force. 

TOM WHITLEY has been named new 
athletic director at Carolina Military Acad- 

Dale A. Berggren July 9. Prior to marriage, 
she had been teaching in elementary school 
in Hollywood, Fla. Mr. and Mrs. Berggren 
now live in Vero Beach, Fla. 

L. E. LISK, III and Elizabeth Lee Brazeal 
were wed August 13. 


The 1 967-68 football squad, in better shape score and uniform-wise than their 1892 
counterparts, finished the season with a 6-4 record. 

MARCIA ANN MILNER and David Perry 
Johnson were wed August 12. 

Air Force First Lieutenant JERRY C. 
SMITH has been decorated with seven 
military medals at Moody Air Force Base, 
Ga. They were the Distinguished Flying 
Cross and six others for action in Southeast 
Asia in August 1967. 

G. WILLIAM SHEEK, III, received a 
Bachelor of Divinity degree from Moravian 
Seminary on May 22. 

Army Private JONATHAN E. COX, III, 
was chosen his basic combat training com- 
pany's outstanding trainee on April 20, at 
Fort Knox. He holds a B. A. from Guilford 
and M. B. A. from the University of North 
Carolina at Chapel Hill. 


Hassell Duncan, Jr. were married August 12! 

Airman Third Class RONALD S. JAMIE- 
SON, II, was graduated with honors at 
Amarillo AFB, Texas, from the training 
course for U. S. Air Force administrative 
specialists. Airman Jamieson, an Air Force 
reservist, was assigned to McGuire AFB, 
N. J., for duty with the Continental Air 

CLARENCE DYER, JR. was commiss- 
ioned a second lieutenant in the Army on 
July 19. 

his M. A. degree from Miami University 
August 28. 

GAYLE NEAVE, upon graduation from 
Officer Training School at Lackland Air 
Force Base, Texas, has been commissioned 
a second lieutenant. 

R. BURKE JOHNSON received his Bach- 
elor of Divinity degree on May 22, from 
Moravian Theological Seminary. He is pastor 
of Moravia Moravian Church in Summerfield. 

Tillery Thomas were wed in Raleigh, Sept. 
30. They are living in Durham. 


DALLAS NANCE has accepted a coach- 
ing position at Gibsonville High School. In 
addition to coaching football, Nance also 
will coach a spring sport, and teach physical 
education and science. 

Private WILLIAM H. BRIGHT completed 
a refrigeration specialist course at the Army 
Engineer School, Fort Belvoir, Va., July 29. 

Patricia Diane Jerman were wed September 

and Dianne Smith were wed August 27. 

Georgia Carole Watterson were wed August 

HARRY KENT JONES and Sarah Mor- 
gan Collins were married August 12. 

a M. S. degree from Wake Forest College in 

Jeannette Thomas were wed September 23. 
They are living in Greensboro, where he is 
employed by Carolina Steel Corporation in 
the records department 

Private FREDERIC M. RAAB completed 
8 weeks of military police training at the 
Army Training Center, Fort Gordon, Ga. on 
June 2. 

awarded his M. S. degree in biology from 
Saint Louis University this summer. 

MARY MOON TAYLOR became the 
bride of Edward Harvie Hill, Jr., on August 

POLLY JEAN WOMACK was married 
to William B. Bamett on August 12. 

SPARGER were married Nov. 27, and now 
reside in Charlotte, N. C. 

Mrs. Sherrill Edward Watkins on August 5. 

san Elaine Boyle were married July 15. 


ried Margaret Ann Beard in July. 

Gunter, II, were wed August 26. 

married to C. Frank Phillips, is now living 
at 1776 N. Decatur Rd., Atlanta, Ga. 

RICHARD L. SPAIN has been elected 
assistant cashier of The Planters National 
Bank and Trust Company's Siler City Office 
in September. 


Timothy Maxwell Gibson were wed October 
25. They are living in Richmond, Virginia. 

WILLIAM J. PROBECK, JR., was pro- 
moted two months earlier than customary 
under Army policy to Army Private E-2 
grade upon completion of basic combat 
training at Fort Bragg April 19. 

DAVID A. PARSONS has gone to Algeria 
to serve with the American Friends Service 
Committee. He will serve as a volunteer 
worker in the program operated by the 
Quaker Service Organization. 

Francis Rowe were wed September 2. 

ond Lieutenant Albert Wayne Faulk were 
married August 5. 

Howard Turlington were wed August 8. 

Moir Daniels were married August 27. 

FRANK WOOD '67, were married August 

Buck Pearce were wed August 27. 

James Little were wed September 2. 

man James Hucks August 18. 

Annable Ruth McKinnon were wed August 


Karalee Lynn Turner were wed September 
21. Millikin was commissioned a second 
lieutenant in the U. S. Army at Fort Sill, 
Okla. They are now living in Fayetteville. 

STEPHEN C. BLAKE was appointed 
sales representative of McLean Trucking Co. 
in the Atlanta, Ga. terminal area. 

HUGH GIBSON, '62, were married Sep- 
tember 22, They are living in Roanoke, Va., 
where he is employed as a special agent for 
Grain Dealers Mutual Insurance. 

JAMES MICHOS, an instructor in po- 
litical science, is presently on the faculty of 
Guilford College. He received his M. A. 
from the University of North Carolina at 

faculty at Belmont Sacred Heart in Charlotte 
where he is teaching history and political 


Hedrick were married in July. 

FRANK JAMES IRVIN and Helen Fran- 
ces Smith were wed September 9. 

JAMES C. HINES, having completed his 
basic training in the Bala Cynwd and Boston 
offices, was appointed claims adjustor in the 
Baltimore office of Liberty Mutual in Sep- 

resented N. C. in the Miss America Pageant. 
She received a $1,000 Scholarship as the 
most talented non-finalist musician in the 

RUSSELL E. DAVENPORT was appoint- 
ed assistant field director of a rural com- 
munity service project in Mexico. This pro- 
ject is part of the Youth Service Oppor- 
tunities Program, sponsored by the American 
Friends Service Committee. 

Airman WAYNE D. HARRIS was chosen 
for technical training as a U. S. A. F. com- 
munications specialist at Keesler Air Force 
Base in Mississippi 

Clinton Clark were married August 12. 

and Thomas Edgar Tyson were wed August 


Vivian Marie Coltrane were married Sep- 
tember 7. 

Ernest Burnette were wed August 19. 

Ernest Roberts, III were married September 

anne Katherine Jones were married Sep- 
tember 15. 

Charles Lynn Long on August 20. 

ROBERT A. COX, JR. accepted a po- 
sition as recenue officer with the Internal 
Revenue Service in the Asheville Office in 

phy were married September 9. 

Meredith Darnell were married August 12. 

LARRY E. ROGERS entered Stetson 
University College of Law this fall, where he 
is working toward his doctorate. 

abeth McMahan were wed October 1 at 
John's Island, S. C. They are living in 
Greensboro, where he is employed at Sears 
Retail Store. 

ried October 21. They are living in Winston 

WILLIAM H. WOMBLE and Cheryl Dawn 
Jackson were wed September 17. They are 
living in Greensboro, where he is employed 
as a salesman for Gene Lashley. 

Jacquline Burton were wed September 30. 


GUY DAVIS GRIMES, SR., '11, died in 
Veteran's Hospital, Durham, N. C. August 

EDNA C. HAVILAND, '29-'31, died at 
South Shore Hospital, South Weymouth, 
Mass., on May 31. Her death occurred three 
days after a stroke while she was living at 
the New England Friends' Home in Hingham. 
She had taught in the History Department 


at Guilford College and was matron at 
Founder's Hall from 1929-1931. 

died unexpectedly August 16, at his home 
in Devon, Pa. Dr. Smith was a '59 graduate 
of Guilford College and the University of 
Pennsylvania, School of Veterinary Medicine. 
He had practiced veterinary medicine in 
Devon for five years. 

prominent Greensboro attorney for over 
half a century, died at his home August 13. 
He was a tenth generation Quaker and a 
substantial contributor to Quaker enter- 

At Guilford College he was honored for 
his oratorial ability and on the tennis team, 
in 1909, he received both the A. B. and 
L. L. B. degree upon graduation from the 
University of North Carolina at Chapel Hill. 

In 1909, Mr. Frazier began his fifty- 
four years of practicing law in Greensboro. 
He was senior member of the Law Firm of 
Frazier and Frazier, composed of himself, 
his brother, and his son. 

He was president of the Greensboro Bar 
Association in 1932, and a member of the 
American Judicature Society, and the North 
Carolina, American and Internationa] Bar 
Associations. He served on the Greater 
Greensboro School Board and as a member 
of the Board of the Greensboro Public 
Library. For several years he was Referee in 
Bankruptcy and Master in Equity in the 
Federal Court of the Western and Middle 
Districts of North Carolina. 

HOBBS, '09, former dean of the school of 
business administration at the University of 
North Carolina at Chapel Hill, and mediat- 
ion and arbitration specialist in labor man- 
agement, died September 17. He was the 
father of Dr. Hobbs, President of Guilford 

Hobbs was founder of the Chapel Hill 
Meeting of Friends, for 16 years a member 
of the Chapel Hill Board of Aldermen, and 

10 years a member of the Orange County 
Commissioners. He served eight years as 
chairman of the county board. 

Hobbs taught business law in the bus- 
iness school. He was a member of the 
university faculty from 1929 to 1960 when 
he retired. He was co-author of "Britton and 
Brauer's Cases and Materials on Business 

MRS. EUNICE D. MEADER, '95, died 
in October, at New England Friends Home 
in Hingham, Massachusetts. 

RAYMOND H. DODDS, '39, died Aug- 
ust8, at Cherry Hill, N.J. 

November 16, in Athens, Ga., where he was 
teaching at the University of Georgia. Dr. 
Patrick was formerly head of the History 
Department at the University of Florida. He 
is survived by his wife, Mrs. Elanor Bangs 
Patrick, '32. 


Alumni in the Springfield, Massachusetts 
area should buy their tickets early to see 
Guilford play Northwestern University in 
the opening round of the American Inter- 
national College Holiday basketball tourna- 
ment The tournament will be held Dec- 
ember 27-29 in the Butova Memorial Gym- 
nasium on the A. I. C. campus in Spring- 

Editor's note: The Alumni 
Journal welcomes all news of 
Guilfordians, but because of lim- 
ited space, we are unable to print 
all photographs that are mailed 
to our office. Rather we suggest 
news worthy pictures of business 
or community activities of alumni. 
Please include, the year of your 
graduation with all information, 
and mail to The Office of the 
College Editor, c/o Caroline Carl- 
ton, Guilford College, Greensboro, 
N. C, 27410. 



You refuse to indulge in the irrelevant questionings of 
philosophy, and the equally irrelevant answers of religion, 
having been made aware, through the faultless rigidity of 
your educational programming, that man's original sin is 
the sin of Originality. 

Let me conclude, then, by congratulating the student 
body of Guilford College on its thorough-going dehuman- 
ization, and by expressing our appreciation to the numer- 
ous devoted faculty members who, by rigorously stamping 
out the last vestiges of humanism, have made all this 

This is a recording. 

This is a recording. 

This is a recording. 

Associate professor of classical languages at 
Guilford College, Ann Fleming Deagon is a mem- 
ber of the American Philological Association and 
the American Association of University Professors. 
She received a B. A. from Birmingham Southern 
College, and her M. A. and Ph. D. from the 
University of North Carolina at Chapel Hill. She 
is married to Donald D. Deagon, assistant professor 
of English, and they have two daughters, Andrea 
and Ellen. 


of one village where a lame girl, with a blind mother and no 
father, is cared, fed, and clothed for by the whole com- 
munity without a thought. 

With her bright eyes and rapid speech, she summed up 
her 12 years in India, "what India needs is dedicated 
people." What India needs is obviously more people like 
Nette Bossert. 




Fifty Year Group 
James Fuller Yates 
Charleston, S. C. 

Sara Richardson Haworth 
High Point, N. C. 


James Warren Mitchell 

Atlanta 5, Georgia 


Ralph J. Yow 

Danville, Va. 


Anna Henley Coble 

Greensboro, N. C. 


Loula Blanch Farlow 

Spohia, N. C. 


J. Hugh White 

Winston Salem, N. C. 


Alta Rush Andrews 

High Point, N. C. 


Samuel P. Harris 

Thomasville, N. C. 


John 0. Reynolds 

Greenville, N. C. 


Mrs. Mildred Townsend Casey 

Atlanta, Georgia 


Raymond and Julia Ebert 

Winston Salem, N. C. 


Mrs. Ethel Richardson Cheek 

Reidsville, N. C. 


A. Scott Parker, Jr. 

High Point, N. C. 


S. Otis Short 

Charlotte, N. C. 


Ernest M. Scarboro 
Greensboro, N. C. 


Mrs. Rose Pipkin Ginn 

Mt. Olive, N. C. 


Melvin H. Lynn 

Burlington, N. C. 


John Hugh Williams 

Concord, N. C. 


George C. Parker 
George, N. C. 


Mrs. Annie Laurie Hill 
Winston Salem, N. C. 


Herbert T. Ragan 

High Point, N. C. 


Allen R. Seifert 

High Point, N. C. 


Tom Ashcraft 
Nashville, Term. 


James R. Hendricks 

Chapel Hill, N. C. 


Mrs. Hazel Monsees Macon 

Greensboro, N. C. 


Mrs. Dorothy Teague Pollet 

Silercity, N. C. 


Robert C. Rohr 

Schenectady, N. Y. 


Mrs. Carolyn Prout Davis 

Richmond HUT, N. Y. 


James Lehr 
Wilmington, Del. 


Mrs. Sue Shelton Runkle 

Raleigh, N. C. 


Paul Jernigan 

Charlotte, N. C. 


Mrs. Ethel Gearren Gold 

High Point, N. C. 


Sol B. Kennedy, Jr. 

Greensboro, N. C. 


Douglas P. Dettor 

Greensboro, N. C. 


Hayes 0. Ratledge 

Greensboro, N. C. 


S. Clement Swisher 
Washington, D. C. 


William Madara 

Merchantville, N. J. 


John M. Pipkin 

Greensboro, N. C. 


Robbie Patterson 

High Point, N. C. 


Edwin P. Brown, Jr. 

Agusta, Georgia 

Ketchel Adams 
Charleston, W. Va. 


Royce N. Angel 

Charlotte, N. C. 

Gus A. Ballus 
Winston Salem, N. C. 


William B. Wallace 

Westmont, N. J. 

Kurt Connor 

N. Wilksboro, N. C. 


Robert Edwards 
Winston Salem, N. C. 

Dave Hardin 
Danville, Va. 


Douglas Kerr 
High Point, N. C. 

Thomas O'Briant 
Asheboro, N. C. 


Mrs. Lilliam O'Briant 

Asheboro, N. C. 

Dr. Frank R. Pfau 
New York, N. Y. 


Mrs. Sara Philips Cardwell 

Rockville, Maryland 

Mrs. Jane Coltrane Norwood 
Leaksville, N. C. 


Howard M. Braxton, Jr. 

Elizabeth City, N. C. 

Brenda Stephens 
Greensboro, N. C. 


Mrs. Linda Palmer Maerz 

Brooklyn, N. Y. 

Patrick Larracey 
Indianapolis, Indiana 


Samuel R. Scott 

Winston Salem, N. C. 

Ralph. A. Stephenson, Jr. 
Greensboro, N. C. 


George Lloyd Eastlack 
Madison, N. C. 

Thomas W. Taylor 
Chapel Hill, N. C. 


Roberta Gail Floyd 
Raleigh, N. C. 

David Stanfield 
Greensboro, N. C. 





The Guilford College Alumni Journal is published as a 
monthly bulletin in September, December, March and June. 
Second class postage paid at Greensboro, N. C., 27410. 







Continuous Change: The Normal Pattern of Development 

Change: Speaking to the Condition of the Modern 

Association News 

Admissions at Guilford 

Playing the Admissions Game 

The Downtown Campus : No Typical Students 

They do Protest too Much? 

Faculty Focus : On Students 

Students Speak Out: On Students 

On Campus 

Class Notes 

Friends Speak with Voice of Conscience 


William Benbow 


Grimsley Hobbs 



Bruce Stewart 




Frank Pleasants 






Robert Register 




Editor: Caroline Carlton 

Assistant: Becky Long 

Photography : Peter Julian 

Director of Development: A I W heeler 

Director of Alumni Affairs: William Benbow 

Cover montage designed by Guilford freshman, Doug 
Feeney of Claremont, Calif. 

Continuous Change: 

The Normal Pattern of Development 

By WILLIAM BENBOW, Director of Alumni Affairs. 

In talking with many alumni, the following con- 
cern usually emerges: "What's happening to Guilford 
College, I can't believe how it has changed! Why is it 

One alumnus commented that the Guilford College 
student today does not have a knowledge of Guilford's 
history nor respect for her traditions. Let me assure 
you that the majority of Guilford's students are aware 
of the college's history and traditions, but they rightly 
feel the need to make their own history and traditions. 

The transformation that is evident at Guilford today 
began in the mid-fifties, but for the most part it went 
unnoticed. It was at this time that Sputnik was launched 
and industry and government began to expand their 
scientific research facilities. Suddenly the American 
society placed emphasis on the need for better educa- 

A little over a decade later terms such as space race, 
underdeveloped countries, cold war, DNA, credibility 
gap, poverty and descrimination are household words 
and household concerns. Whether we like it or not, 
America is faced with a challenge — that of educating 
its youth to understand a world that is no longer divided 
into various isolated areas, but is rapidly becoming a 
world community, more complex than any community 
that has existed before, and one requiring more under- 
standing from all persons. 

America answered this challenge by upgrading its 
secondary schools, and making more financial aid avail- 
able for students to continue their education. Conse- 
quently, the enrollment of America's colleges and uni- 
versities increased, and the demand for an even better 
education came from the students, faculty, and other 
concerned citizens. The college's responsibility is to 
provide the best education possible; therefore, the col- 
lege is compelled to fulfill these requests. 

As many alumni have seen, Guilford College is 
challenged to continually upgrade her academic pro- 
grams. As enrollment grows, so do the number of 
faculty members, to still maintain Guilford's excellent 
student-faculty ratio. (Continued on page 4) 

Continuous Change: 

Speaking to the Condition 
of the Modern Generation 

bv GR'.MSLEY HOBBS. President of Guilford College 

William Benbow has made an excellent statement 
concerning the developing conditions in the United 
States which have precipitated certain changes in the 
pattern of secondary and higher education. Each of us, 
he has pointed out, now lives in a world characterized 
by fairly rapid and continuous change. Experts in the 
field have predicted that during the lifetime of students 
now in college, each student can expect to change oc- 
cupations on an average of three to four times during 
his working life. It would be strange if educational in- 
stitutions were not affected by these new forces at 
work in our society, particularly if such institutions are 
to remain relevant, and to exert an influence on the 
direction of this change. 

Students now enter colleges all over America with 
differing expectations and attitudes, and also, by and 
large, with more extensive preparation from their high 
school work. Discerning colleges recognize that it is 
important to offer maximum challenge to these students, 
and that to do this the collegiate program must meet 
them where they "are." By this I mean that the pro- 
grams should, to use an old Quaker phrase, "speak to 
the condition" of the modern generation. We are trying 
to do just this at Guilford. The issue, therefore, is not 
so much "why change?" as it is "what is the best and 
most effective direction of change to meet the emerging 
needs and conditions today?" 

In one sense, undoubtedly the major one, Guilford 
has not changed at all. I am here speaking of the educa- 
tional objectives of the college, and the background of 
fundamental values against which this takes place. We 
are trying to produce effective, informed, and commit- 
ted people who will be able to take a position of leader- 
ship in their home communities, in North Carolina, and 
in the nation. We want students to understand the major 
problems faced by local communities and by society at 
large, and to understand the direction of work which is 
needed in order to improve these situations. This is no 
easy task; it requires minds which are trained to think 
clearly and critically in problem situations, and it 
requires moral and religious commitment to hold them 

to the needed task. This is our fundamental aim at 
Guilford today, but it has always been the fundamental 
aim, as indicated by a statement of the Trustees of New 
Garden Boarding School, the forerunner of Guilford, 
in 1848. "By education," the statement reads, "we 
ought to understand whatever has a tendency to invigor- 
ate the intellect, to train the mind to thought and reflec- 
tion, to mould aright the affections of the heart, and 
to confirm us in the practice of virtue." 

The only problem is: how do we best accomplish this 
under the needs and conditions of today's world? There 
is, of course, no easy answer to this question. The ad- 
ministrations of President Binford and President Mil- 
ner both wrestled with this issue, and devised the long 
standing and highly effective core curriculum for which 
Guilford was long and justifiably famous. It met the 
need of the day and gave point to the grouping of 
courses which are required of all students. Since this 
time, however, knowledge has grown and continues to 
grow apace; easy travel and information-exchange a- 
mong distant places is possible; students come to the 
college with a far greater range of information; and 
new social forces are at work in the nation at large. 

We at Guilford are seeking an educational program 
which meets these new conditions with the same type of 
effectiveness that the old curriculum had for the period 
between the two world wars and until about 1955. To 
devise such a program, Guilford has established faculty 
committees to evaluate the needs, to assess the sort of 
things other vital colleges are doing, and to make re- 
commendations concerning our own curriculum. Note- 
worthy here is that students are included on the mem- 

bership of this committee, and share in the evaluating 
process. In general students have been encouraged to 
participate in a wide range of faculty committees. 

No doubt certain of the elements of the former core 
curriculum will be retained, although more freedom of 
choice will be introduced to allow more flexibility and 
challenge to students in fitting required emphasis into 
their individual courses of study. When final recom- 
mendations of the committee have been formulated 
they will come before the faculty as a whole for consid- 
eration and criticism. 

Other changes at Guilford will be more obvious, even 
to the casual visitor. I am referring to the "new" build- 
ings which have been inserted into the old shells of the 
former New Garden Meetinghouse and Memorial Hall. 
For many years now Guilford has needed more class- 
room and administrative office space. Both of these 
needs were accomplished through the virtual rebuild- 
ing of these structures. First, New Garden Hall was 
reconstructed into a three-floor building to provide 
modern and functionally arranged administrative of- 
fices. This has greatly facilitated inter-office communi- 
cation and has improved the attractiveness of adminis- 
trative offices. When the administration was able to 
move in, Duke Memorial Hall was freed for similar 
reconstruction to provide modern, attractive classrooms 
and faculty office space. The completion of this project 
has freed classroom space in King Hall, and has al- 
lowed certain expansion and modernization in the 
science facilities of the college. Further expansion of the 
science facilities is anticipated through the addition of 
a back wing to King Hall to allow for modernized labo- 
ratory space for chemistry, physics, and psychology. 
though no definite date for this addition has yet been 

Other physical changes at Guilford include the addi- 
tion of adequate outdoor lighting in the main drive, re- 
novated faculty offices in Archdale Hall, and the use 
of a former residence for the expanded Development 

Continuous Change 


The average Guilford student today is more out- 
spoken and independent than his counterpart a decade 
ago owing to the demands that society places on him. 
As alumni, we must be reconciled to the fact that in a 
rapid, ever-changing world continuous change is the 
normal pattern of development. Guilford, like all uni- 
versities and colleges across the United States, is inevi- 
tably a part of this pattern. There is no wav to escape 
these demands, therefore, we as alumni should ask 
"What change is best for Guilford?" not "Why change?" 

Office. At the present time a new dormitory to house 
204 students is going up behind Founders Hall. This 
does not mean that Guilford contemplates expanding 
the size of the student body; Cox Hall will be discon- 
tinued as a dormitory after the completion of the new 
building, and it is contemplated that we will have a 
decreasing number of day students. To maintain col- 
lege size, therefore, a large proportion of our student 
body will live on the campus. 

All of these physical changes add up to a new look 
for Guilford, and it is something which has attracted a 
good deal of alumni attention and approval. We hope 
that those alumni who have not seen these changes and 
additions will make a point of visiting the campus. 

Still another area of change at Guilford has been 
the expansion of student personnel services. Much at- 
tention has been given to securing trained head-residents 
for the various dormitories, and to providing profes- 
sional leadership and supervision of student activities. 
I am happy to report that students have responded with 
great enthusiasm, and I note an attitude of increasing 
involvement on their part in many aspects of the total 
college program. 

There has also been a significant increase in faculty 
salaries over the past several years. This has been ac- 
complished partly through grants from the Carnation 
Milk Foundation and from North Carolina National 
Bank, but chiefly through increased tuition charges to 
students. For the most part parents have responded 
gladly, recognizing that continuous attention to salary 
is necessary in order to retain and to acquire competent 
and dedicated faculty members capable of doing an 
outstanding educational job. In this sense most parents 
have viewed the increases as an investment, with the 
dividends being passed on to their children. As a re- 
sult of this, as well as for many other less tangible 
reasons. Guilford has had remarkably little turnover 
of outstanding faculty members, and has also been able 
to attract many highly qualified professors to the cam- 
pus in recent years. 

So much for a listing of the major areas of change 
which have been occurring at Guilford in recent years. 
Perhaps one further word needs be said, however. Im- 
proved instructional and student residential facilities, a 
rising capability of students and faculty members, and 
an updated curriculum are factors which interact with 
each other in many significant and useful ways. These 
things, we think, are signs not merely of change, but 
of progress. Guilford in many vital ways reflects and 
draws strength from her past; we inherit from the 
past our basic values and fundamental attitudes in 
education. Our job today is to interpret and build upon 
firm foundations under the conditions of the present 
and foreseeable future. 

Association news 

Lord Named Grid Coach 

Bob Lord, formerly defensive line coach for Wake 
Forest University's Demon Deacons, has accepted the 
position as head coach for the Guilford Quakers. He 
replaces John Stewart who left coaching to join Ragan 
Carmichael of High Point. 

Lord, 38, a native of Moscow, Maine, began his 
coaching career at Wesleyan University in Middleton, 
Conn., where he was assistant football coach, and coach 
for the freshman baseball and basketball squads. After 
two seasons at Wesleyan, Lord moved to Chicago's 
North Park College where he held head coaching duties 
for four years. Before coming to Wake Forest in the 
spring of 1966, he coached at Macalaster College in 
St. Paul, Minn. 

He has a masters degree from Springfield College in 
Massachusetts and did his undergraduate work at Colo- 
rado State College, where he played offensive halfback 
and defensive safety. 

He and his wife Julie, and their five children, Lindy, 
13, Martha, 10, Bobby, 9, Patty, 7, and Billy, 6, will be 
moving from their home in Winston-Salem to Guilford 
in "time for spring practice." 

Asked if any major changes were comtemplated. Lord 
said, "Every man will do things a bit different." But 
he plans to keep the assistant coaches, Wilber Johnson 
and John Lambeth, on the football staff. Lord plans 
to run a T-formation, and said the team has to be made 
before September 1 . Spring practice will begin in April 
after the holidays. 

Lord listed what he considered the three most impor- 
tant areas of coaching - recruiting; staff and squad dis- 
cipline and pride; and the ability of the coaching staff 
to communicate with the team. 

Lord stressed the most important thing about foot- 
ball was "to win and be respectable. It's easier to build 
character when you're winning." he said. He feels that 
football is "one of the finest educational experiences a 
boy can have. It tests his character and his courage." 

And character building is an intergral part of Bob's 
program. He has been active in the Christian Fellow- 
ship of Athletes for eight years, starting or working 
with chapters of the organization in all the schools 
where he coached. 

Bob expressed pleasure that Guilford has such good 
alumni backing for athletics, and praised the Quaker 
Club for its contribution to the school's sports program. 
"Alumni support, is a vital part of enlarging Guilford's 
influence, in all areas, not just athletics," he said. 

Alumni Day Plans Set 

J. Howard Coble, '53, of Greensboro, was elected by 
the Alumni Board of Directors to serve as chairman 
for Alumni Day, to be held Saturday, June 1. Assisting 
Mr. Coble will be Jace Ralls '50, Mrs. Audrey Smith 
Duncan '5 1 , and Charles Hendricks '40. 

This special day will have a variety of events which 
should appeal to all of Guilford's alumni, parents of 
students, faculty-staff members, and other friends of the 
college. The alumni banquet will be held in Founders 
Hall and special recognition given to the reunion class- 
es of 1918, 1943, and 1958. Another significant part 
of the program will be the presentations of the 15th 
Distinguished Alumni Award, the Key Senior Award, 
the Senior Athlete Award, the Undergraduate Athletic 
Award, and the Undergraduate Achievement Award. 
Induction of the 1968-69 Alumni Association officers, 
as well as the induction of the 1968 graduating class, 
will constitute a part of the program. Highlighting the 
activities will be a symposium on topics of current inter- 
est headed by faculty members. 

More information on Alumni Day will be mailed to 
all of Guilford's constituents, but make plans now to 
return to Guilford on June 1 , for the best Alumni Day 
in many years. 

Atlanta Chapter Re-organizes 

Atlanta Guilfordians held a long-awaited reunion on 
February 3 — the first official get-together of the 
group in three years. In addition to renewing old friend- 
ships at a social hour and dinner, the twenty-six alumni 
heard from Al Wheeler, director of development. Bill 
Benbow, director of alumni affairs and John Haworth, 
president of the alumni association. 

The Atlanta alumni elected Dr. Morgan Raiford, 
president of the chapter, Lawrence Vickers, vice presi- 
dent, and Mrs. Carolyn Pipkin Ott, secretary-treasurer. 
Plans are already underway for a fall meeting of the 
ninety Guilfordians in the Atlanta area. 




Asheville, N. C. 

March 15 

Robert Ralls 

Goldsboro, N. C. 

March 29 

W. L. Charlton 

Miami, Fla. 

March 29 

Earl Redding 

Murfreesboro, N. C. 

March 22- 


Buddy Heath 

Asheboro, N. C. 

April 2 

Lillian O'Briant 

High Point, N. C. 

April 16 

Howard Jarrel 

Yadkinville, N. C. 

April 22 

Max Welborn 

Burlington, N. C. 

April 26 

Melvin Lynn 

Winston-Salem, N. C April 27 

Dan Jennings 

Greensboro, N. C. 

April 29 

Larry Crawford 

Mt. Airy, N. C. 

May 6 

Christina Christian 

Are your children going to college? 
What pressures face them? 

at Guilford 

by BRUCE STEWART, director of admissions 

Many alumni of Guilford have experienced the trau- 
mas of getting their own children into colleges and uni- 
versities, or as teachers have been close to the problems 
of the increasing competitiveness of admissions stand- 
ards today. However, in talking to alumni and other 
friends of the college, I have found that many do not 
understand how the admissions picture at Guilford has 
evolved in the past ten years nor do they fully realize 
the extent and complexity of the admission procedures. 


In terms of our admissions standards, Guilford is 
looking for students whose records show that they are 
prepared for the academic demands of college work. 
To do this we consider the high school record, the stu- 
dent's class rank and College Board Scores, for approx- 
imately three applicants for every available opening. 

Guilford wants to attract students who have a total 
of 1000 or better on the SAT (Scholastic Appitude 
Tests), preferably with 500 in each section; however, 
these criteria are flexible. For example if a student has 
400 in math, we would like to see 600 in English. As a 
primary guideline we expect the student to be in the 
upper half of his class — if he comes from what can 
be considered a typical secondary school environment. 
At Guilford in the past five years with the increasing 
number of applicants, there has been a rise in the aver- 
age of the college board scores, and an even higher rise 
in the percentage of students in the top half and top 
quarter of their graduating class. 

In placing the admissions criteria in order of impor- 

tance, first, is rank in class (taken in the context of the 
academic reputation of the school and the courses stud- 
ied); second, counselor and teacher recommendations; 
and third, college board scores. Extracurricular activi- 
ties are not a major consideration, but we like to find 
students whose talents will be an asset to the Guilford 
community. For example, we watch for students with 
experience in journalism, because we feel a real need 
for improvement in our campus newspaper. There tends 
to be a preponderance of white, upper middle class stu- 
dents on our campus; thus, we are looking for students 
who can provide elements in the community that would 
be juxtaposed to this. A student who has been active in 
a social project, such as tutoring in a poor neighbor- 
hood, is likely to be more valuable to Guilford than one 
who has been a high school cheerleader. 

Of course these criteria for admissions are only guide- 
lines. We try to consider each student applying as an 
individual, evaluating his needs and capabilities with the 
programs offered at Guilford. A striking example was 
a student whose admission to Guilford was ensured on 
the basis of the following letter: 

"I'm so glad we met last Saturday. On my previous 
visits to Guilford I was impressed by the warmth and 
friendly atmosphere of the college and needless to say, 
fell in love with your beautiful auditorium. Here were 
two of the things I was looking for — happy surround- 
ings and an opportunity to get involved in the theater. 

Up until now so much emphasis has been put on 
GRADES, GRADES, GRADES! Bring up your grades 
or you won't get into college! But I ask myself — are 
the honor graduates any more successful? Are they 
more content? Are they more involved in making this 
a better world? Are making good grades important to 
living? My thrill came not from making an "A" on my 
report card, but from the big smile of an "underpriv- 
ileged" little boy in day camp last summer when I let 
him wear my watch. An even bigger thrill was the wild 
flower he very ceremoniously presented me on our 
walk the next day. How do you reconcile the high 
grades and low attitudes of some people toward those 
of another color or lower economy? Do good grades 
make you more loving and understanding? 

But you're right! Successful living is a happy blend- 
ing of creativity, awareness of others, a zest for what 
we do — including academic pursuits. One without the 
other is lopsided! The truth is I know I can make good 
grades. This last report card period my average was 87. 
Maybe I am a slow starter — but a strong finisher. 
Is Guilford to be my launching pad? I hope so." 


Guilford has instituted several admissions programs 
which have helped insure a better quality of student. 
The early admissions program at Guilford encourages 

An important part of the admissions picture is personal inter- 
views with prospective students. Director of Admissions, Bruce 
Stewart (above), talks with a high school senior, and Merle 
Corry discusses readmission with a student at the Downtown 

well qualified students to apply in September and early 
October of their senior year, so that we can notify them 
of our decision during October. After this group of 
early decision candidates has been secured, the admis- 
sions office immediately begins our "rolling admissions 
plan." Under this, the admissions committee, composed 
of Cyril Harvey, Henry Semmler, Stuart Maynard, and 
chairman, Kenneth Walker, with ex-officio members, 
admissions officers John Bell, Merle Corry, myself, 
and academic dean, Dr. Jerry Goddard, evaluates week 
by week each student whose application folder is com- 

The admissions committee examines the credentials 
of each student and places him in one of three categor- 
ies: outright acceptance or rejection; holding for ad- 
ditional information such as first semester senior year 
grades; or waiting list for possible opening later in the 

Another major difference in the admissions picture 
at Guilford is that we are trying to make more financial 
aid available to highly gifted students. The college de- 
veloped a series of 15 Select Freshmen Scholarships 
which we try to award to the intellectually elite students 
who will bring to the college a nucleus of academic 
leadership. A Select Freshman Scholar should have at 
least 600 on each section of his college boards, be in 
the top quarter of his class, and have strong letters of 
recommendation from his high school guidance counse- 
lor, principal and teachers. The applicants for these 
scholarships are invited to the college to be interviewed 
by faculty members, and submit an essay on what value 
they think a liberal arts education will be to them in 
the 1 970's. We usually have at least three applicants for 
every $1,500 scholarship awarded, and we try to give 
financial aid to the "runners-up" if it is needed. 

After their freshman year, these Freshmen Scholars, 
as well as all students, are eligible for a Dana Scholar- 
ship, awarded for academic achievement and leader- 
ship. The amount of the Dana Scholarships vary 
according to the individual student's financial needs. 

The college tries to ensure that every qualified student 
who applies is able to attend, and the financial aid pro- 
gram is increasing each year. Approximately 215 of 
Guilford's students are now receiving financial assistance 
in a variety of "aid packages" which may include 
scholarship grants, work-study programs, and loans. 


Guilford, because of the competition from other 
schools and the rising costs of private colleges, is ac- 
tively recruiting qualified students. John Bell, associate 
director of admissions, began in September traveling 
not only to every North Carolina county, but also to all 
parts of the country, contacting students from at least 
90 schools a month from Georgia to the mid-west. Next 

year this recruitment will be expanded to extensive 
travel from Virginia to Maine. The admissions office 
feels that to give our students the best possible under- 
graduate education, they should come into close contact 
with students from highly diverse economic, social and 
religious backgrounds. 

This brings up a point which many alumni and mem- 
bers of the Society of Friends ask — the consideration 
given to their children in the admissions office. A stu- 
dent with a Quaker background is given maximum 
consideration and the child of an alumni parent is 
given the closet possible consideration. All things being 
equal, the admissions committee definitely gives first 
preference to the child of a member of the Society of 
Friends or an alumnus. The committee also gives a plus 
factor to a boy or girl who would add some unique 
dimension to the campus. 


In the admissions office, it is very evident to us that 
the students of the sixties are quite different from those 
of just ten years ago. 

The student is confronted with pressures long before 
he makes application to a college. He is faced with much 
stiffer competition in being accepted to a college, and 
after his acceptance the college's academic standards 
require much more than anything he experienced in 
high school. Family pressure is another major factor. 
There are more students whose parents have gone to 
college, and they naturally want their children to con- 
tinue their education. The real problem comes when 
this desire becomes directed toward a particular college, 
or a particular profession for which the child is not 

I think that male students feel a very hard pressure 
from the draft. A few years ago if a student was not 
satisfied with his college experience, or undecided about 
a major field of study or a profession, they could leave 
the campus for a semester. Today they may be drafted. 

Financial pressure is greater, and as the cost of educa- 
tion rises it becomes increasingly difficult for students 
from a large family to afford the kind of education 
offered in a small liberal arts college. 

There is pressure from the knowledge explosion. 
There are an incredible number of things to learn, and 
in a way less time to really study. The days of a sort of 
monastic college experience, where you could bury 
yourself in the library, have gone. Now students are 
expected to be involved in campus social and extra- 
curricular life, participate in student clubs, political 
organizations, and social movements in the community. 
There is a problem here for the student, in trying to 
decide which of the many activities are the most impor- 
tant and relevant. There is a real danger of a student 
over-extending himself. 

There is almost immediate professional-decision pres- 
sure. The fields of study are now so diverse, and the 
opportunities within each profession are so myraid. 
Even a freshman today does not say "I want to be a 
doctor or a lawyer;" rather, it's "what area of special- 
ization in law will I undertake, and afterwards will I 
work with the poverty programs as a legal assistant, or 
will I work in a corporation, or run for political office." 
There is also more pressure placed on the student to 
go to graduate school. Students now feel that a college 
education is equivalent to what a high school diploma 
would have been a generation ago. In many fields, the 
student finds that a college degree in sociology or psy- 
chology or history hasn't yet given him the specialized 
knowledge that he wants or that his profession will de- 

Students feel the social confusion surrounding them 
— the hippie movement, the problem with drugs on 
college campuses, which weren't difficulties a short 
time ago, — are merely symptomatic of the pressures 
a young man or woman of eighteen or twenty exper- 
iences. Although the majority of the college age stu- 
dents don't become hippies or drug users, many are dis- 
enchanted with the establishment, with what they view 
as the failure of the American processes of government 
and education to effectively solve so many problems 
of society. 

The student's own background has drastically chang- 
ed. More are coming from broken homes, and their 
mobility is the greatest of any generation. Students used 
to have their roots in a specific community; they had 
an element of stability when they left the college cam- 
pus. Now many college students complete four years of 
school, returning "home" to three or four communities 
before graduation. Their fathers are with IBM, which 
is often called "I've been moved." The influence of the 
church on college life is not as significant as it has been 
in the past. Students are becoming less and less dogma- 
tic in their religious beliefs, and more individualistic. 
They don't find the easy security in canned answers of 
many churches for their problems, and I think this is a 
good thing. In my opinion their religion is more per- 
sonal, more thoughful, and more real. Theirs is a doing, 
acting, living religion, not a static one. 

I am hopeful, though, that when this generation of 
college students has coped with all these pressures, they 
are going to have profited more than any other group of 
students. The finished product will be greater, for they 
will have paid a greater price for their educational ex- 
perience; they will have grappled with social and eco- 
nomic issues, struggled with establishing valid moral 
and religious codes. In short, the opportunities and 
the challenges for this generation far outweight the 
enormous pressures. 


To help you better understand the admissions proce- 
dure, the admissions office has drawn up seven real 
applications taken from their files. (The cases have been 
"disguised" so that they can not be identified with the 
actual students). See whether you would accept, reject 
or "hold" the following students if you were on the 
admissions committee. To compare your answers with 
the committee's decision, turn to page 24. 


Rank: 6-180 

Grades: all A's and B's 

College Board Scores: Verbal 573, Math 588 

Intended Major: math 

Activities: varsity basketball, football and track 

Honors: National Honor Society 

Recommendations: Glenn was highly recommended by 
his counselor, as being a well-rounded crea- 
tive student, with a good personality. 

Rank: none available 
Grades: senior year made 5 A's and one C 
College Board Scores: Verbal 539, Math 400 
Intended Major: political science 
Activities: feature writer for school newspaper, active 

in church work 
Note: Beth is a Negro student who transferred from 
an all-Negro high school her sophomore year, 
and was able to adjust to a more difficult aca- 
demic environment. She comes from a large 
family of eleven children. 
Recommendations: highly endorsed by teachers and 
counselors as being a well adjusted 
and motivated student. 


Rank: 181-415 

Grades: C average 

College Board Scores: Verbal 450, Math 362 

Intended Major: economics or history 

Activities: Hi-Y, president of Youth Fellowship group, 
vice president of Key Club, student orchestra di- 

Recommendations: Counselor writes: "we are quite 
pleased with John's progress this semester. 
Last summer he attended a special program 
of the Learning Institute of North Carolina. 
Free discussion, exploration of ideas, and free 
give-and-take were encouraged. John seemed 
to profit from this experience very much. He 
was an honor roll student for the first quar- 
ter. I realize that he is a risk; I personally 
believe a good one." 


Rank: not available 

Grades: C-average 

College Board Scores: Verbal 290, Math 346 

Intended Major: Art 

Activities: Future Teachers of America, French Club 

Note: Joan has several relatives who are Guilford 
alumni, and her parents are members of the Society 
of Friends. 

Recommendations: high school counselor would not re- 
commend her for college level work. 

Personal Interview: Joan is shy and lacking in self con- 
fidence. Her only real interest is in art at 
which she displays talent. 


Rank: 4-139 
Grades: A average 

College Board Scores: Verbal 642, Math 640 
Intended Major: English 

Activities: Chorus, science club, yearbook editor, cheer- 
Honors: Beta Club, attended Governor's School, co- 
mendation on National Merit Test, science fair 
Recommendations: "An excellent scholar — talented, 
active in student affairs. Karen excels in many 
areas, and will make an outstanding college 


Rank: 3-38 

Grades: A average 

College Board Scores: Verbal 642, Math 772 

Intended Major: math or physics 

Activities: football, track, golf; dramatics club; foot- 
ball captain 

Honors : National Merit commendation 

Note: Father is deceased. Michael has worked during 

Recommendations: Enthusiastic from all 

Rank: 8-70 
Grades : B plus average 
College Board Scores: Verbal 412, Math 360 
Intended Major: sociology 

Activities: Spanish club, Future Homemakers of Amer- 
ica, social science club, business manager of jun- 
ior class, dramatics club 
Recommendations: Marsha will probably encounter 
some difficulty because of her weak back- 
ground, however, since becoming a member 
of Upward Bound she has shown considerable 
improvement in her test scores. 




^^ ^J^B 


The Downtown Campus: 




Housewife, postman, sergeant, priest, fireman, clerk, 
artiste. The rhyme isn't quite inclusive enough, but it 
does catch the flavor of the amazing amalgamation 
of students at the Downtown Campus. 

Lack of a diversified student body has never been a 
problem at the Downtown Campus. Scott Root, assis- 
tant dean, who operates out of the Downtown Campus, 
explained that there are "no typical students here. Of 
all the students I've interviewed in January, there might 
be five that you could describe as typical." 

Who are the students at the Downtown Campus? 
Women with families, business men, veterans returning 
on the G.I. Bill, married students who work and attend 
classes at night, foreign students living with relatives in 

Why do they come to college? According to Mr. 
Root, "Lots of the older students have reached a certain 
point in their careers, and either must up-grade their 
skills or get a college degree, especially in fields such 
as economics and business management." Mr. Root 
estimated that about eighty percent of the students are 
employed, and fifty percent are employed full-time. 

How do these moonlighting collegians perform? One 
professor who teaches on both campuses summed it up: 
"These students are really interesting. You have so 
many points of view when you get a housewife, a veter- 
an of Vietnam , a businessman in a classroom. By the 
very fact that they have made the effort to return to 
school, you know they are highly motivated and eager 
to learn." The teachers find the students stimulating, 
and concerned about the relevance of their education to 
their past experiences and future plans. 

They achieve accordingly well, comparing favorably 
with the students on the main campus. Thirteen of the 
80 June degree candidates at the Downtown Campus 
have a B or higher average, compared with 36 out of 
222 on the main campus. 

The Downtown Campus personnel are exceedingly 
proud of their students and the records they have 

Two outstanding seniors, both Dana Scholars, illus- 
trate their justifiable pride. Mrs. Doris Jarrett Hender- 
son of Greensboro, who completed requirements for a 
degree in elementary education in January, made the 
highest grades of any four-year student in Guilford's 
history. A full-time student, as well as a wife and 
mother, Mrs. Henderson completed 36 courses, making 
A's in all of them. Number two in this year's senior 
class is also a student at the Downtown Campus. Ernest 
Sawyer, of Sophia, N. C has managed to make an out- 
standing record as a physics major while working full 
time as a laboratory technician for Western Electric. 

Although the admission standards for college-degree 
candidates are the same for both campuses, there are 
two special categories at the Downtown school: the 
Special Student and the Second Chance programs. 
The Special Student Program is designed for adults who 
have been out of school for a number of years. Stu- 
dents under this program will not be considered degree 
candidates until they have completed fifteen hours of 
work with at least a C average. 

The Second Chance Program offers Greensboro- 
area students who have shown strong academic poten- 
tial and achievement, but have failed in a previous col- 
lege experience, the opportunity to re-enter school after 
being out one year. These students also must maintain 
better than a C average (1.2) each semester. 

If there is a major problem with the students at the 
non-residential campus, it is "the difficulty in creating a 
sense of community," Mr. Root said. "When students 
come from Greensboro, and commute from Winston- 
Salem, Reidsville; when some are part time, others full 
time, some married, some single, this sense of commun- 
ity must be worked for — it just doesn't happen," he 

But the students have been working on their prob- 
lems. Despite pessimistic voices, they sold enough tick- 
ets to students and faculty to pack a Greensboro din- 
ner theater. This evening was such a success that the 
Downtown students are planning other programs which 
will appeal to their diversified group of 593 college stu- 
dents and 271 business, high school and special students. 

What the Downtown Campus may lack — the frivo- 
lity of a typical campus, with its athletes, cheerleaders, 
dormitories — it makes up for in other ways. The stu- 
dents are concerned about each other. Four students 
who had been helped through academic difficulties of 
their own, came to the rescue of a foreign student whose 
poor English was causing him to perform badly in all 
of his courses. After a semester of "being consumed" 
by the students and a tape recorder, the boy was able 
to make A's and B's. 


They Do Protest Too 

They do protest too much. They don't protest enough. 
There is no agreement over issues or volume of dis- 
sent among students, faculty, or sidewalk observers. 
But one thing is clear — protesting has begun on the 
Guilford campus. 

Guilford students and faculty have participated in 
silent peace vigils on the steps of Founders Hall, on the 
streets of downtown Greensboro, at the weekly vigil co- 
ordinated by the Friends Service Committee. Guilford 
students demonstrated outside the Federal Building, 
protesting the draft, the war, and questioning the local 
draft board on General Hershey's recommendation that 
demonstrators be classified 1-A "deliquent." The stu- 
dent legislature and other concerned students initiated 
discussions with a local barber shop which allegedly re- 
fused service to Negro students. After six months of 
negotiations, the neatly dressed students picketed the 

Another thing is clear in the protests. There are no 
professional agitators on Guilford's campus. Most of 
the students are sincere, making conscientious, honest 
efforts to think for themselves on issues which are plag- 
uing the country — the war in Vietnam and Civil 
Rights. The protestors arc taking the first steps to in- 
dependent judgement in questioning and challenging 
traditional values. College campuses, especially, should 
place over their gates the words of the American orator, 
Wendell Phillips: 

"Agitation prevents rebellion, keeps the peace, and 
secures progress. Every step she gains is gained forever. 
Muskets are the weapons of animals. Agitation is the 
atmosphere of the brain." 


\iuch? One Voice of Dissent 


Across a picturesque campus blanketed with yel- 
low sycamore leaves, darting though buildings, down 
corridors and stairways. Bob Swain maintains a steady 
one-man commentary on Life-on-the-Guilford-College- 
campus. War. The Bomb and Quakerism. 

The handsome New Jersey sophomore represents 
something of a new breed emerging in the college 
student today. He stands percariously somewhere bet- 
ween the hippies' passive contempt for society and the 
irrational anger of the student revolutionist. 

"When you find a campus this apathetic about every- 
thing, it's pretty frightening," Bob Swain says. "Apathy 
is a crime, and we might as well wake up to it." 

He turns the last corner and moves into a tiny lounge 
in the basement of Carnegie Library, instinctively fall- 
ing into an easy chair and propping his feet in front of 

"The German nation personified apathy during 
World War II," he says. "They could smell the oven 
burning at Auschwitz, but pretended they weren't 

He closes his eyes tightly and wrinkles his face in 
mock-concentration. "Now it's twenty-five years later. 
It's 1967 and this is us. I can't keep silent." 

Bob Swain is a Quaker, a pacifist. He believes more 
people, whether they agree or disagree with him, should 
stand up for their principles. 

"I think everybody's sentiments are basically anti- 
war," he says. "And certainly on a Quaker campus we 
ought to have some mature, responsible opposition to 
the war." 

Last month Swain and a loosely organized group of 
students and faculty staged what they termed a "silent 
demonstration" against the current draft setup and the 
war in Vietnam. 

The 40 to 50 participants were hit with water bombs 
and showered with acorns. 

"Frankly, I'm glad to get a reaction — any kind of 
reaction," he says. "But, of course, it was disappointing 
too. Now, really — acorns!" 






U r 0U7 OF wrr M«i 

Bob Swain (center) confronts local draft board. 

Swain calls the negative response the protest garnered 
"an eye-opener." He is planning similar campus de- 
monstrations in the future. 

"The main thing people misunderstand is where our 
support lies," he says. "All any of us are against is the 
war. Certainly I support our boys in Vietnam. That's 
why I'd like to see them brought home." 

The 19-year-old English major received several let- 
ters from irate citizens after the last protest, especially 
from mothers with sons in Vietnam. 

"It makes me sad when people close their minds and 
can't see past the cliches — this my-country-right-or- 
wrong attitude — is making a lot of people do a lot of 
very bad things." 

Of the Washington Peace March which he attended 
"as a spectator and journalist," he expressed his admi- 
ration for the police and general disappointment with 
the participants. 

"Some of the demonstrators' behavior was ridicu- 
lous," he said. "I admired the way the police and mili- 
tary handled it. Unfortunately, I don't think the march 
will help matters any. There were too many irrespon- 
sible people along with the sincere ones." 

Despite the poor reception last month's protest re- 
ceived at Guilford, Swain feels a part "of a growing ma- 
jority in his political beliefs." 

"The pendulum of public opinion seems to be defi- 
nitely swinging," he says. "Gallup says 65% now dis- 
approve of the handling of the war." "And when you've 
got a hung jury on capital hill, and still no changes are 
being made, then you know something's wrong some- 

Asked if he had any regrets about his public stands 
on often unpopular issues, Swain gathers his text books, 
signaling the time for another class. 

The interview is over. 

"This seems to be the only time anybody has expres- 
sed any political views on this campus since it was 
founded in 1837," he says, tracing his steps through the 
corridors and up the stairway. 

"Now, right or wrong that's got to be a good sign." 




One of the reasons that I came to Guilford was be- 
cause I liked the idea of a small liberal arts college and 
the student-faculty contact that you can't get in the big 
educational factories. I have a broader range of courses 
that I can teach. I don't get stuck with the baby course 
in American government and politics, and it means that 
I get not just the freshmen, but students out of all four 

In the period that I have been here 1 have noticed a 
very significant change in the students. Our seniors 
last year were a little on the weak side, but this year's 
seniors are better. I would say that as you go down the 
scale the sophomores are better than the juniors and 
the freshmen are better than the sophomores, or at 
least they seem to have more potential. They seem to 
be more alive and more interested. I'd say that in the 
student body as a whole we probably have students 
who are equivalent to the best students at any good col- 
lege or university. 

What I enjoy most about my relationship with the 
students is their openness and their willingness to come 
and discuss not only the subject matter of the course but 
developments on campus; what the faculty or students 
feel about given things. This has been something that 
has developed for me primarily this year since 1 was 
put on the student affairs committee, dealing more di- 

rectly with the problems that are of central concern to 
the student. 

Generally the students feel that they should be treated 
more like adults, and in most cases they are willing to 
accept the obligations that go with these demands. The 
major battle at the beginning of this year was to libera- 
lize women's hours. I myself feel that the best rule-of- 
thumb for school regulations ought to be 'you'll be 
treated like an adult as long as you act like an adult.' 
Until you show yourself to be something other than an 
adult we will let you make your own regulations. This 
is a little bit advanced. I don't think that in the fore- 
seeable future Guilford will attain the type of very 
liberal social regulations that they have in schools like 
Antioch or Swarthmore. Now I am not trying to turn 
this place into an "oasis of sin" in Guilford County, 
quite the contrary. But, I do think that the students 
really are more mature, certainly more mature than I 
was at their age. Their involvement in and concern over 
social affairs, both domestic and foreign affairs, are far 
outside the limits of involvements which 1 had at their 

I find they are interested in, and work at gaining an 
understanding of, major current affairs and problems. 
They feel themselves to be a part of their society, where 
as my generation that went off to college in the mid-50's 
regarded college largely as a four-year holiday from 
responsibilities, certainly a demanding academic situa- 
tion, but a feeling, "well let's eat, drink and be merry, 
tomorrow we may have to go to work." The students 
don't feel that way any more. Current situations, the 
current society are such that students cannot afford to 
feel that way any more and they don't. This means that 
on the part of the very good students you have the kind 
of involvement and concern that is motivated. That's 
indicated by what you call the student leaders on cam- 
pus. The other end of the scale, the students who in my 
day would have been just down right apathetic, feel 
themselves involved. Now they may not know much 
about the problems, but they at least have to consider 
whether they ought to be here. They are subject to the 
draft and must consider what the more visible areas of 
change in the United States mean for them as indivi- 

These things are brought to students more pointedly, 
I think, and on a more frequent and more personal 
basis than was ever the case when 1 was going to 
school. This I think is a good thing because while the 
students like to regard the administration and faculty 
as their natural enemy, I think that they are coming 
to realize that they arc in fact already a part of this 
establishment that they feci themselves rebelling against. 

You don't come to college, by and large, just to es- 
cape the work-a-day world anymore. You come to 
prepare for something. I have freshmen asking me, 


"where should I go to graduate school or law school." 
They haven't even gotten into their major yet, have 
been on campus a week, and want to know where they 
are going to law school. 

I think the frequency of generations, not physiological 
generations but attitudinal generations is much short- 
er. The students whom I dealt with four years ago were 
different from the students with whom I am now deal- 
ing. My generation was different from the generation 
that I knew four years ago and the like. There's so much 
change, that you are working with a new group of kids 
every two or three years. 

(What do you think that students are most concern- 
ed about?) There is a wide range of reaction to the 
Vietnam war among the students. There are those who 
object on the grounds of conscience or their religious 
background, members of the Society of Friends and 
others who are violently opposed to the war and who 
take part in the demonstrations on and off campus. 
That's a very easily identifiable group — a small part 
of the student body, clearly, and unfortunately, not a 
very popular minority. 

We have on the other end of the spectrum a large 
group of conservatively-oriented students. It's frustrating 
sometimes to get them even to listen to an opposing 
point of view. They say, "The hippies are having them- 
selves a vigil, hurrah-hurrah," and that's about as far as 
they go into their own examination of the problem. Be- 
tween those two extremes you have a group whose pri- 
mary interest in the Vietnam situation is whether they 
are going to be drafted. This is a very real situation, 
but it manifests itself in a close reading of the selective 
service regulations and tearful pleas for a C instead of 
a D so that they don't have to go to Vietnam. Between 
those and these very actively involved and concerned 
students you have a really thoughtful group of students 
who have not made up their minds. There are many 
students who feel that America is the greatest civiliza- 
tion that has ever arisen, that it is unique in human his- 
tory. They are great readers of Eric Hoffer and I think 
that that is a good thing. Yet America finds herself in- 
volved in a situation which these students do not under- 
stand, and it doesn't comfort them much to tell them 
that you have been reading on it for four years and 
you don't understand it either. It is a very frustrating 
situation intellectually and emotionally. 
(How does student activism manifests itself on the 
Guilford campus? ) 

Student activism on this campus manifests itself, I 
think, most clearly in an attempt to change the role of 
the student in the Guilford College community, that is 
to say, the students want to assume responsibility in 
social regulations. They want to involve themselves in 
what type of education they are going to get. For ex- 
ample, the students have their own committee on cur- 

John Grice, assistant professor of political science, stresses a 
point about third party politics to American government class. 

riculum reform, which is a major issue this year. They 
have been tinkering with the so-called "free university" 
idea — trying to get faculty interested in giving non- 
grade'd courses which are not a part of the regular cur- 
riculum. In many cases the students are right — the cus- 
tomer may be right more often than we think in educa- 

On the balance, student activism is constructive. The 
students do get carried away. They want change and 
they want it now and they want to see it while they are 
at Guilford. On the other hand they have the same prob- 
lem that most of us have and that is the belief that they 
have the answer. As an assistant professor I may think 
that I can tell Dr. Hobbs how to run this college. This 
does not necessarily mean that I would be able to do it 
if I were in his position. The students feel that they 
can tell the faculty how the classes ought to be run 
and set up, and I would say that they have more good 
suggestions than bad ones. But here again they are not 
faced with the responsibility of implementing these 
suggestions. They don't know the problems of staffing, 
and the problems of faculty time and the like. They are 
willing to listen when you tell them about this and when 
you point out how it looks from the other side of the 
desk. Students are interested in the quality of education 
they are getting, not all the students, but certainly a 
significant number. These usually turn out to be the 
students who are interested in social regulations, inter- 
ested in building up the sense of community or school 
spirit, the kind of students who are interested in seeing 
that the freshmen don't get "turned off" within the 
the first three or four weeks after they come to college. 


We are talking about the number of students who be- 
came involved in things on campus, right before. We 
were concerned with the number of students who be- 
came involved with campus affairs and take part in 
things like demonstrations or organizing campus acti- 
vities. We think it's a comparatively small group out of 
the campus as a whole, but we don't know yet. 
Carter: I have one other comment to make about stu- 
dents' organizational activities. That there seems to be 
one campus leadership group interested in everything, 
who appear regularly at concerts, avant garde movies, 
and things of this kind. Then there are quite a few other 
student leaders who never do anything except sit in 
their chairs and officiate in whatever campus job they 
are holding. Their interests are narrow and they want 
to hear "what the dean has to say" and the reason they 
give for refusing to consider changes is "we've always 
done it this way." These students are really followers, 
not leaders. The fact that we have so many of them in 
leadership positions may indicate that we're not doing 
enough to recognize and encourage independence of 
thought among our students. 

John: One of the things we are going to have to do, 
I think, if Guilford is going to develop along the lines 
that we want it to in "our pursuit of excellent" as Sec- 
retary Gardner would call it — is to broaden the consti- 
tuency. We need more students not only from Boston, 
N.Y., Philadelphia, Washington, and northern Virginia 
who are in the minority, but also students from the mid- 
and far-west, if we can get them. 

We need a broader student body because I think that 
the atmosphere at Guilford has not yet changed from 
the old regional atmosphere, "the South's only Quaker 
college." If we are to establish the type of national re- 
putation that we need to get the funding for the pro- 
grams we want, to attract the faculty that we want, and 
to attract the students, we are going to have to work on 
this broader constituency. This is something we are 
just getting into and I think the admissions office has 
an excellent understanding of the need to broaden the 
constituency of the student body, that is to say their 
source of origin as well as their interests and aptitudes 
and their abilities. 

Carter: I am very much interested in some students that 
Bruce had here last week who are North Carolinians 
but they are unlike the North Carolinians we have had 
before. They are kids from the mountains who have 
had very few opportunities but have good board scores, 
even though they come from deprived backgrounds. 
This would suggest that they would be an extremely 
interesting group to have here. 

1 think that one thing that Guilford lacks now be- 
cause our student body comes from such a narrow socio- 
economic range, is students who can educate each other. 
One feels now that after one has whipped up some 

interest among freshmen on problems of today that they 
just sag back because they don't have a group in their 
dormitory with whom to discuss these new interests. 
When we get students from a broader diversity of back- 
grounds, this will tend to take care of itself. Kids from 
different backgrounds bring a variety of viewpoints to 
almost any discussion, and even the most casual 
conversations will be learning experiences for every- 
body. Students who're learning in social situations are 
readier to learn in class. A very important part of their 
education will be their dealings with each other. 
John: And faculty offices, the students come by and 
drink coffee and talk over the problems that they are 
interested in. Carter has made an excellent point and I 
try to tell students this - that what they are going to 
remember years from now is not Professor Snarfs 
beautiful lecture on the American presidency, but the 
bull session that they had with their fellow students in 
the dormitory on whether or not they wanted to go to 
Vietnam. Much of the educational process must involve 
interaction with other students. 

Carter: Most people, no matter what background they 
come from, are unfamiliar with any background but 
their own. I have one marvelous student who dumb- 
founded me by saying that he had never met a white 
Anglo-Saxon Protestant until he got to college. He 
has learned as much from his middle-class friends here 
as they have from him. 

When you have a heterogeneous bunch of students 
who are commonly interested in almost any subject, 

Mrs. Carter Deta field, assistant professor of English, gives 
advice to a student after class. 


when they come at it from widely different points of 
view — you are bound to get sparks. And if all they 
learn is that everybody doesn't think like them - then 
you have really made a beginning in education. 

(Tell me some more about your interesting students 
and if you think they are really getting something out 
of their studies) 

Carter: This is really hard to say - 1 haven't taught long 
enough to see many finished products. But I could make 
one generalization — a lot of my interesting students 
— the ones who're serious about learning - are ones 
who have been out of school for a year or two, drop- 
ped out for one reason or another, maybe have done a 
hitch in the army and have come back. What you have 
here are students who have at least some kind of mo- 
tivation. Just the fact that they have had a year or two 
more to mature makes a lot of difference in most cases, 
I think. I find that having no more than four or five of 
them in a class of twenty-five or thirty is enough to 
create a different atmosphere for the whole group. 
Their interest in learning is definitely contagious. 
John: Now that was the point that I wanted to make 
at some point during the discussion. The good students 
I spoke about earlier, even if they are in the minority, 
and we don't know exactly how many of them there are, 
usually you will have a couple of them in every class. 
Sometimes you wind up talking to those students be- 
cause you know they are the ones who will do some- 
thing, who are .receptive, whose minds are open. You 
just hope that some of it rubs off on the other students. 
You keep an eye on everybody, but these are the ones 
that are really a joy and a delight to teach. 
Carter: They come from all different backgrounds. 
John: There is no standard pattern, you cannot even 
say that all of them are those who have dropped out. 
Carter: No, I just made that as a generalization. Think- 
ing over my freshmen, one of the students who turned 
out to be one of the most interesting in the class was 
one who at the beginning of last year was one of the 
most rigidly narrow. She literally could not understand 
ideas that differed from what she'd been brought up to 
believe. But she wanted to learn and she could take 
criticism well. She learned to be open-minded (the one 
thing you absolutely have to be if you're going to get 
an education). She's an exception, though, I'm afraid. 

Too many of our students are as rigid as she and 
complacent about it. They think their middle-class world 
is the best of all possible worlds and they just don't see 
much point in looking outside it — which unfortunately 
means that most of them spend four years in college 
without really learning anything — and because they 
refuse to use their minds, they are hideously bored in 
the process. They do a lot of memorizing, they may 
even get good grades — but, that eight or ten thousand 
dollars they've paid to the college hasn't bought much. 

They haven't learned to think or to be willing to look 
at new ideas and as a result they're very little different 
when they graduate than they would have been if they 
had never come here at all. 

(Do you think college is changing the students; do you 
think they are accepting the change?) 
John: Of course. I made the distinction between my 
generation, the quiet one of the mid-fifties, and this one 
today. We did the same things as students today, only 
we did them in private. We didn't make waves. Change 
is the natural thing, I think, for these students. The so- 
ciety, government and politics — the structure of the 
society and the issues the society is concerned with, all 
involve change and rapid change. This rate of change 
is accelerating. I think that we are faced with a climb- 
ing graph on just about anything that you want to put 
down. Hard facts in juvenile deliquency, unemploy- 
ment, poluljal participation, dissent, put good old con- 
servative reactionary sentiments in orbit. All of these 
things are increasing at an alarming rate. The student 
is only at home with situations that are marked by 

Carter: Static situations totally alien to their whole 

John: That's right, they say, "well, we've got this pen- 
ned down, why fool with it." 

Carter: Well, it seems to me that one part of the Guil- 
ford Quaker tradition has been that any notion of in- 
volvement with people and things that are far away such 
as other countries, other cultures. Coming to grips with 
problems that are right here has been something fairly 
alien to this community up until now. This demonstra- 
tion last fall, I would suspect, was one of the first 
things of this kind that has taken place on the Guilford 
campus in a long time, if ever. I find it sad when Quak- 
ers have been in the vanguard of so many important 
social cnanges that our students are so little concerned. 
However, we do have some who are doing important 
things off campus, though not nearly enough. 

Some students have worked very hard with the tutor- 
ial program in which college students help students from 
disadvantaged neighborhoods. And several Guilford 
students have been more than involved in this, not only 
on the local level but also working out programs for 
the whole state. One boy, who graduated last year, 
has written textbooks for use with children from de- 
prived backgrounds. He did such a good job that he 
was offered a job with the Advancement School (the 
one which was in Winston-Salem and has now gone to 
Philadelphia), and one with a large city school system 
in Ohio because his work, even as an undergraduate 
here at Guilford, was so impressive. However, he would 
be an exception to our rule of non-involvemerit, I'm 


Students Speak Out: 



Everyone is talking about students 
today, and students are no exception. In 
fact, they are their own harshest critics. 
To learn some of the things with which 
the college generation is concerned, 
seven Guilford students were asked to 
participate in an informal interview to 
discuss their peers. The seven students 
were selected because each one is actively 
involved in a particular area of campus 
or community life; all are vitally con- 
cerned about Guilford; and all have dif- 
ferent opinions. 

The students are Bob Wilson of Or- 
angeville, Ohio, the only junior in Guil- 
ford's history to be elected President of 
the Student Legislature, who tempers 
liberalism with practicality. Because he 
felt his beard was alienating him from 
a portion of the student body — he 
shaved . . . Art Washburn, a junior 
from Pleasantville, N. Y., coordinator 
of the Greensboro United Tutorial Serv- 
ice, which tutors underachieving stu- 
dents in local schools, and a community 
worker for the Youth Educational Serv- 
ice ... . Keith Parks of Savannah, Ga., 
President of the Men's Interdormitory 
Government, and chairman of the United 
Nations and Washington, D. C. seminar 
trips . . . Bill Burchette of Havelock, 
N. C, Guilford's star quarterback, named 
honorable mention All-American. But the 
Who's Who senior is giving up sports 
next fall for law school at Wake Forest 

University Mary Loveland of 

Centerville, Md., is president of the 
Women's Student Council, and Mary 
Coleman, a Dana Scholar from Randle- 
man, is secretary. Both Marys were also 
selected to Who's Who by the student 
body . . . Jessica Collins of Hamlet 
N. C, serves double duty as editor of 
The Quaker and chairman of the Wo- 
men's Judicial Board. 

College students are such news worthy 
topics today, especially the hippies, that 
I'd like you to talk about some of the 
students groups on Guilford's campus. 

Bob: We don't have any hippies here. 
Bill: You don't think we do? 
Boh: No. 

Artie and Mary L.: No. 
Mary L.: Bob, tell what you said you'd 
like to do next year. 
Boh: I'd love to grow long hair down to 
my shoulders, wear a head band and 
beads — just so people would ignore me. 
Keith: Ignore you! 
Boh: Yes, you'd just cut yourself off. 
What difference does it make if Artie 
has long hair — because he's a human 

Keith: He's the neatest looking one of 
them all. I was in Greenwich Village 
with Artie this fall, and naively watch- 
ing the hippies and then I looked over at 
Art, and I had this erie feeling because 
he looked the same way. But he was dif- 
ferent because I knew him and I could 
communicate with him. So it's getting 
to know the person that really counts. 
Artie: I don't identify with the hippies 
and I don't want to be classified with 
them, whether I look like them or not. 
Keith: Well, you weren't in my opinion. 
Bill: Can I ask Artie a question? Artie, 
you have long hair and a mustache, and I 
think it looks alright, at least you're neat, 
not shaggy looking, but tell me why? 
You have a tie and a sports coat on, but 
tell me why do you have your hair long 
and grow a mustache? Because you 
thought it looked good or because a cer- 
tain group was doing it? 
Artie: Well, I suppose in a way it's a 
means of identification. Years ago when 
folk music first came out I was very 


fond of it, and I suppose it's a means of 
identification with this specific group of 
people, hut I don't know why really. I 
like long hair, but I like people with 
short hair too. For example, if we were 
double dating together I wouldn't think 
anything about it. Yet I know there are 
some boys on this campus with long hair 
that would hestitate. and wouldn't want 
to have anything to do with you. And I 
think that that's the difference between 
me and some of these people. 

Bob and I went to Atlanta during 
semester break, saw those people living 
in those crash pads — real hippies — 
living in filth. (Bob: We don't have 
anything like them on our campus) I 
was just completely turned off — I 
couldn't stand it. 

Bob: The pot situation on campus 
has died down, I think. There are a lot 
who have been going up on pot — you'd 
be amazed who they are. 

You can't associate pot and long hair. 
I think the dangerous thing is to think 
that the long hairs are the wayouts and 
the ones using drugs, just because they 
have long hair — this goes back to our 

You all seem fairly in agreement that 
Guilford doesn't have any hippies, but 
who would you consider the "student 
activists"? How would you define the 
difference between these two groups? 
Bob: A hippie is going to drop out. 
Artie: I don't really think a college stu- 
dent could be a hippie, because you 
know this business - "tuneing in - turn- 
ing on and dropping out," that to me is 
what a hippie is, and by staying in 
college you're not doing this. 
Bob: A student activist is usually one 
who is terribly concerned about what's 

Mary Loveland: "I'd like to see the dorms open all night, 
with a security guard at one door, and have one basic rule: 
quiet hours." 

main gate of the campus, and if it is, it 
doesn't go any farther than down to 

Do you feel that the 'image" of Guil- 
ford has changed in the past few years? 
Keith: Yes, I think the administration 
and faculty are trying to make Guilford 
the strong academic, small, intellectual 
community that a Quaker college should 
be. They want to bring it up to Swath- 
more and Havorford and Earlham — 
our sister colleges. 

Bob: I think we're too easy a school to 
try to come up with the image we'd like 
to have of the intellectual community 

— as a matter of fact I'd be afraid to 
transfer into some other school. 

Mary C: I disagree with you. 

Bill: I think you'd be surprised. Take 

for instance Carolina — their B.A. degree 

— I think we learn just as much. 

Bob, you raised the question of wheth- 
er the college has yet achieved the aca- 
demic standards it would like to. Do 
you have any other suggestions which 
you feel would improve the college? 
Bob: One of the stated goals of educa- 
tion at Guilford is "to free from provin- 
cialism and prejudice" and I don't think 
we do that. I think we fall far short in 
trying to free people from this provin- 
cialism that grips our school. We don't 
concentrate nearly enough on opening 
these people up — for example, with the 
barbershop — this is one of my pet peeves. 
We have barbershops right in the com- 
munity which refuse to service our color- 
ed students; and yet at the same time our 
administration is doing nothing to pro- 
vide this service for them. In a recent pro- 
posal by the National Student Associa- 
tion and the Association of American 
Professors, they say that the administra- 
tion is obligated to provide the services 
for the students; and yet we don't do it. 
Keith: Basically I would agree. As a 
political science student I think in terms 

happening on the campus or in the com- 

Artie: Then I would be a student act- 
ivist. I'm working for the government 
in a Greensboro community as a part- 
time community organizer. We work out 
of YES and OEO. I go into the commun- 
ity as often as I can and try to help or- 
ganize these people. It's a very rundown 
neighborhood, and what I'm trying to do 
now is help start a community center 
where the people can go and sort of unite 

Keith: By Bob's definition I'd be con- 
sidered an activist. I'm concerned about 
what's happening at Guilford and I'm 
involved in some activities which are 
trying to better the college. I don't 
think that there's a big difference bet- 
ween my kind of activism and say a 
long-haired kind of activism. I'm con- 
cerned with organizing trips to D.C. and 
N.Y., to involve kids with the outside 
world; I'm concerned with government, 
trying to see that the standards of the 
college are maintained, and I'm trying 
to create seme sort of unity for the men 
at Guilford through the government. 
Bob: I'd go with Keith, I'm concerned 
about the Greensboro community, the 
relationship between administration and 
faculty and students; I'm concerned about 
up-grading the academics standards of 
Guilford. But at the same time I'm con- 
cerned about what's happening over in 
the black community. 
I'm terribly interested in going to a con- 
ference on educational reform given by 
the National Student Association. I will 
say one thing, though, we don't have 
nearly enough student activists of any 
sort on this campus; we don't have nearly 
enough people whose scope is outside the 

Art Washburn: "I don't identify with the hippies and I don't 
want to be classified with them, whether I look like them or 

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like precinct oriented, and I know that 
when you come to college most of us 
are precinct oriented. We know about 
our communities. I knew about Spartan- 
burg, and that was about it — the sun rose 
and set around that town. The goal of a 
college should be to try to make students 
aware of the world community, and as 
a Quaker college, which is a part of their 
doctrine, to involve themselves with the 
world around them. 

Bob: On the campus level, we're still 
in sad shape as far as concerts or enter- 
tainment of any cultural significance are 
concerned. How many have we had this 
year — anything at all to break us out of 
our provincialism? 

Keitlr. I think that students at Guilford 
need to draw on the city of Greensboro 
more than they do. I think we can help 
this by putting out a calendar with 
things that are happening in Greensboro. 
Who goes to the Lyric Theater or to the 
Greensboro Little Theater, or Symphony? 
And if students were made aware that 
we have them and possibly could pro- 
vide transportation. I think it would help. 
Bob: Students are insulted to have to 
go to hear a classical guitarist, say. How 
many students went when we had the 
classical guitarist from the School of the 

Arts? Not many. The student body just 
isn't prepared for this sort of entertain- 

Jessica: I think you can say all you 
want to about having these cultural 
events. But where you house them has 
a lot to do with the response you get. I 
know a lot of people simply shun going 
to the hut, because it has a reputation 
of only a few people going there. It 
doesn't matter who you bring there — 
you could bring Bobby Kennedy and 
no one would go. 

Bill: I don't think that's the real pro- 
blem. The reason that people don't go to 
these concerts is because they have 
something they think is better to do. 
They'd rather go someplace and drink 
a beer. 

Keith: I like to go to the concert and 
then go out. 

Bill: You're an exceptional student, 
Keith! What I'm talking about is that 
students are lazy, not simply Guilford 
College students. 

Bob: Another thing that illustrates your 
statement. Bill, is the fact that students 
have no idea how atrocious our book- 
store is. They have no idea what a good 
bookstore would be like. 
Bill: But what can they do? 

Bob: Well, they don't know what pos- 
sibilities for action are open. They don't 
know that there's a college bookstore 
committee, and that there are students 
on the committee. 

Keith: We definitely need a student 
union building, a place which can be the 
central core for student activities — if 
we want a united campus we're going 
to have to have student activities in a 
central place. I think the college union 
has done a tremendous job this year, but 
it has a long way to go still. 
Bob: Three organizations — legislature 
and men and women's government - are 
trying to use the same office, which does 
not even have a filing cabinet. 
Jessica: The publications don't have 
enough space. You're expected to put out 
a yearbook in a three-foot square, which 
is not big enough to house one layout. 
Keith: The college union has drawn up 
plans for rennovating and adding to the 
present structure, and presented them to 
the Board of Trustees, but action has 
not been taken. 

Bill: A large gymnasium would be an 
asset to the college. When you make 
money from athletics you can put this to 
use for your school in ways besides 
sports. Guilford loses money because 
we don't have adequate facilities. You 
know that today Guilford College would 
pack a normal size gym of three or four 
thousand seats. Basketball doesn't cost a 
lot of money, and it would make the 
school money and pay for itself in the 
long run. 

Jessica: I think one thing that we really 
need to do is establish a workable honor 
system. The honor system we're operat- 
ing under now doesn't apply to social 
regulations, for all practical purposes. 
Bill: You're wrong, Jessica, about the 
honor system. I think Guilford has as 
good an honor system as any school. 
Keith: My philosophy is that we should 
have one rule at Guilford for the men — 
be gentlemen. 

Mary L.: Why did you exclude the 
women from this? 

Keith: I think that in our society, the 
mores dictate that women have to be pro- 
tected, and that means that girls don't 
take off and walk around the campus 
at 4 a.m. 

Mary L.: I'd like to see the dorms open 
all night, with a security guard at one 
door which would be kept unlocked. 
There would be one basic rule — quiet 

Mary C: This business about being a 
lady or a gentlemen sounds nice, but 
we've talked about people who generally 
break rules. It would be nice if society 


Bob Wilson: "We don't have nearly enough student activists 
of any sort on this campus." 

could be governed by one rule, but all 
people aren't going to conform to this 
"ideal consideration state." 
Jessica: All of this is nice, saying we 
should have only one rule for men and 
women, but I think that it's quite obvious 
that the later hours for the girls has 
failed, as far as I can see. Not all girls 
have accepted the responsibility, and 
this is where it fails. We have ll:30's 
now for women and this is so that those 
who want to stay out can come in at 
a later hour, on the condition that they 
observe quiet hours. 
Keith: This one-rule business — unless 
we had the consensus of everyone on 
campus that you were going to conduct 
yourself in this fashion, that is you were 
not going to cheat, you're not going to 
lie, you're not going to abuse the privi- 
liges of others in the dorms, then it 
would work. Not all students do. I'm talk- 
ing about an idealistic kind of situation 
which we don't have, but we could. I 
think we'll have to take realistic steps to 
get there. We need to re-evaluate our 
standards and in so doing reaffirm 
commitments to what a college student 
is expected to be. The University of Vir- 
ginia and Washington and Lee simply 
expel someone who doesn't abide by the 
honor system. This may be extreme, be- 
cause we should consider individual liber- 
ties and rehabilitation; however, one per- 
son cannot be allowed to lower the 
standards of the college. 
Bob: I'd like to respond to something 
Jessica was saying — about what you 
do until people are willing to accept re- 
sponsibility. I'm curious as to what comes 
first — do you put all kinds of rules and 
regulations on students because they 
can't accept responsibility, and then say 
prove to us that you can, and then we'll 
eliminate these rules? How are students 
going to prove themselves if you've got 
all those rules? 

Jessica: I would have one glimmer of 
hope if I knew that people would come 
in and try to abide by the rules that we 
have now, and then push for changes 
instead of staying out of the dorm late, 
bringing alcohol into the dorm, and 
having people that are supposed to be 
student leaders cover for these others. I 
question why we restrict our honor sys- 
tem simply to the academic world. People 
are more willing to say "it's wrong to 
cheat on a test, and I won't cover for 
you", but "come on up to the room 
and bring the booze - I'm not going to 
turn you in." What makes it right in one 
situation to turn a person in and wrong 
in the other? It hurts in a different way 

to have disruptive people on your hall - 
so that you can't study or sleep. 

Do you feel that students are given suf- 
ficient freedom and responsibility to take 
action on some of these problems 
which you have mentioned? 
Keith: Students don't come here to run 
the college, and I think the administra- 
tion is very open-minded in giving us as 
much voice as they have. I think they're 
willing to listen to us when we speak. 
Bob: I think it's sad that we're given 
rights by the administration and we're 
permitted to work only within the frame- 
work. I think we need to do some in- 
vestigation as to where students' rights 
begin. What do students have to say 
about their educational, social experi- 
ence? The drinking, the cafeteria, wheth- 
er you have to live on campus — these 
are some areas where we should have 
more say than we do. I think that we 
should have a student union, not a social 
one, so that when things are going badly, 
something constructive can be done. 
Mary C: I think you've got a valid 
point. Bob. But I think until this year, 
students haven't felt the responsibility to 
do anything outside their own personal 
little world. I think you could have off- 
ered nearly all the students on the cam- 
pus an opportunity to be on the Educa- 

tional Policies Committee or Student Af- 
fairs Committee and most wouldn't give 
a happy. 

Mary L.: You still have to beg people 
to help. 

Bill: You have to remember that stu- 
dents are only going to be at a college 
for four years. They want to do their 
classwork and get through the best they 
can; they don't want to become involved. 
Outside of their school work, they don't 
want to work. 

Bob: If you don't develop a caring at- 
titude about society while you are in 
school then you will go on not caring 
and what has your education accom- 

Bill: I care about Guilford College! 
Bob: But there're so many that don't 
and they're going to move into a job in 
the same situation. You know, "why 
should I care what's happening in my 
job, why should I care if the guy next 
door is getting a bad break?" 
Mary C: Don't you think this respon- 
sibility idea is what the students and 
administration need to work for? 
Keith : Don't you think this added voice 
we have, by being on faculty committees, 
by letting us have a Men's Government 
that says something, don't you think that 

Bill Burchette: "You're going to get out of Guilford just what 
you put into it." 


gives us some kind of responsibility, not 
just to the trustees and to the college, 
but as individuals — doesn't that make us 
responsible for acting? 
Mary C: It certainly does, but nine out 
of ten students don't feel this responsi- 

Boh: Most of them don't have any 'dea 
what's going on; they don't have any 
idea that there are students on faculty- 
administrative committees. 
Mary C: Nor do they care, for it's like 
Bill said, they come to Guilford to get an 
education, to get a job, to make money. 
Bob: And they really don't care what 
kind of an education they get. 
Bill: They want the degree, and they 
don't care how they get the degree. 
Keith: Society dictates that you go to 
college — your parents expect you to, 
and you want to make a good living. 
But in addition to these pressures, would 
you be satisfied personally without an 

Boh: Something you said about the 
long-hairs. No matter how much you 
want to kncck them, I have heard more 
of them get excited about a classroom 
experience, get excited about a course, 
than I have from the other students 
around here. They're really thrilled. 
They'll say "I want to take that course, 
because someone said she's really a good 
teacher, who'll open you up." 
Keith: You might hear it more with the 
long hairs, but who's to say that some- 
body who conforms to the norm doesn't 
feel these same things. I do, and my 
friends do. I don't say we've got enough 
of them at Guilford, and there are some 
we all know — students who sign up 
for courses just because they are easy. 
But I know a lot of students who take 
courses because of the value of the 
course and because of the excellence of the 

Bill: You're right, Keith, and you, too 
Bob, but there are a lot of students who 
sign up for courses just because they're 
guarranted a C. Most of the people that 
I know, and I'm sorry to say this, are that 
way; and I'm not going to say that I 
haven't done the same thing in certain 
cases. But I can honestly say that I've 
never taken a course that I didn't think 
could help me in what I want to do. 

In the liyht of some of the comments 
you all have made, would you he willing 
to compare Guilford with other colleges 
in North Carolina? 

Mary C: With private schools, very 

Boh: Don't you think it's time we 
started ranking Guilford with other 
schools in (he nation? 

Jessica: I think it would be very hard 
to rank Guilford per se in the nation. I 
think you should evaluate your depart- 
ments — some of Guilford's departments 
rank just as high as any college's in 
this state. 

Keith: Well, what are the best depart- 

Bill: I'd say economics is our best. 
Jessica: I'd say history and political 
science. But. getting back to the original 
statement — you can't rate Guilford as 
a top school when you preregistered 
last spring and are told "I think it's 
fine you're going to be in social science 
secondary education, but right now Guil- 
ford's on probation and if we stay where 
we are now you won't be certified." 
Mary L.: You can sit in those educa- 
tion courses and not do a thing and be 
given an A. 

Bill: The science departments just don't 
have the facilities of state supported 
schools. Anybody can read a book, but 
you've got to show these students what is 
happening in chemistry and physics. I 
don't know about the biology depart- 
ment as such, but I'll say my contact 
with the chemistry and physics depart- 
ment is just ridiculous. All the student 
is doing is reading out of a book: he 
doesn't get any practical knowledge of 
what is happening. Let's face it, they 
don't have the facilities — the laboratories. 
Boh: Well, then how do you explain 
the fact that several years ago in the bio- 
logy department all the majors went to 
graduate school, with the exception of 
two who went to medical school? 
Bill: But do you say that our facilities 
are good? This is a question that is be- 
ing asked all over the United States — 
do the small liberal arts colleges have 
the money to operate labs? to teach nu- 
clear physics? They can teach only basic 
physics, like a high school physics course 
should be taught. 

Boh: Well, I think we can equip people 
to go on to graduate school, and at the 
same time we're developing some hum- 
aness in them, providing students with 
a good liberal arts education. 

You all seem to take pride in the 
fact that you're receiving your education 
at Guilford, despite the criticisms you 
have made. Do you think alumni have 
this same pride and interest in the col- 

Boh: What do you think about the as- 
sociation between alumni and the cam- 
pus? Do they really care? 
Bill: They're interested in athletics, of 

Mary C: From what I've seen of alum- 
ni, I'd say most aren't bothered about 

anything on campus, they just go away 
and forget it. 

Keith: Well. I hope to be able to be an 
active alumni. Now I know that sounds 
cheezy, but I think it's part of coming to 

Bob: Well, if they are they'll come 
through with some coins. Guilford's in 
financial difficulty and needs money. 
Bill: I don't think Guilford College is 
in any sort of financial difficulty. 
Bob, Jessica, and Mary C: Yes they 

Bill: There're a lot of people who have 
given money. 

Keith: The endowment looks better on 
paper, especially to a lot of parents, than 
it actuably is. 

Bill: I don't want to gloat or any- 
thing, but I've already given a certain 
percentage of my life insurance policy to 
the college, and I think that's what every 
student should do. 

Do you all feel that you really owe 
something to Guilford College? 
Bob: I personally do. In fact, I think 
I'd like to come back here and teach 
after I have enough experience to be of 
some use to the school; and secondly, I 
would be in the same boat as you Bill, 
about giving as much money as I could. 
Over vacation I tried to get as many 
high school students to come to Guilford 
as I could. I went to five different schools 
talking to students. Guilford has done so 
much in changing my personality and 
viewpoints and equipping me for my role 
in the community. I think a lot of this 
has been the result of the interaction with 
faculty and students. A lot of faculty 
members I consider personal friends. You 
just wouldn't get this in a big school. 
Bill: I think I owe Guilford College 
something. I haven't paid much money - 
it costs me about seventy-five dollars a 
year. I owe them something for giving 
me the opportunity to play sports — 
just the fun that I've had here at Guilford 
College, and the education. The educa- 
tion might even be secondary to the 
people I've met, the experiences I've had. 
I wouldn't trade those for anything. 
Keith: I think we also owe the college 
something now. We owe the student 
body to be as active as we possibly can; 
we have a responsibility right now to try 
to change them — to make them more 
aware and more active just as the admin- 
istration has changed the faculty, and 
has tried to give Guilford a new image. 
And clearly this is what Dr. Hobbs is 
trying to do — to create a new Guilford 
image, to move on to better things, parti- 
cularly in academics. They are going to 
miss the boat if they don't try to bring 


Mary Coleman: "All people aren't going to conform to this 
'ideal consideration state." 

the student body, the athletic program, 
and the student activity program along 
with building faculty and academics. 

There's one group on the Guilford 
campus which you haven't mentioned — 
the faculty. What qualities do you look 
for in your professor? 
Bill: I think the faculty is underpaid. 
We're not going to get good professors 
if we don't pay them. 
Artie: I think an ideal professor would 
be one that thought young. There are 
so many professors that don't know 
what's going on at all. 
Jessica: The ideal professor to me is 
one who comes to class prepared and is 
able to conduct a good class discussion 
with participation and lecture. And he 
has time to spend after class if you need 
extra help. 

Bob: How can a professor have time 
after class, when he's got four new pre- 
parations per semester? I know some 
instructors are doing outside work be- 
cause of pay, as you mentioned before. 
So how can you expect them to have too 
much time, especially when they have 
forty in a class. 

Jessica: I realize this, but there are 
some on campus who do and they're 
good and most students recognize this, 
and appreciate it. 

Mary L.: Yes, I know quite a few 
teachers who as soon as you walk in just 
stop. You know they're busy, but they 
always make time. 

Mary C: Its also nice when the pro- 
fessor lets you know exactly what he 
wants from you the whole semester and 
gives you an outline rather than coming 
in and lecturing on half a topic one 
day and then skipping to something else. 
Also, an overall survey at the beginning 
of the course, so you know what is ex- 
pected, is helpful. 

Bob: I would disagree with that. I 
think an ideal professor would give you 
flexibility in a course. 
Mary L.: I don't like it either when a 
professor just sticks with the book. They 
should bring in outside resources. I do 
think another thing is good about the 
faculty — more are helping with your 
independent studies. There are about four 
students working with one professor this 
semester, in just one literature course 
and they're taking different fields of 
interest — one's concentrating on Rus- 
sian lit. 

Keith: What I really appreciate from a 
professor is constructive criticism after 
a test or a paper. Like we have a couple 
of professors who'll write almost as much 
as you did on your paper, and you really 
know where to go next time. 

Do you think professors in general 
are fair in their grading? 

Artie: Yes, I think that students tend 
to evaluate their work too high, and 
expect they'll get an A on it. I know one 
boy claimed he wrote an A paper and 
got a D- on it. 

Bill: I've had the same thing happen.... 
Mary C: I think there may be a ten- 
dency to classify students too early. Say 
you're John Jones and word gets around 
that John Jones is a bright student. 
Jessica: Classification is hard to avoid 
when each professor is given a list of 
everyone's Q.P. average. It doesn't make 
any difference to some professors, but 
others classify you, and you'll never get 
above that — no matter if you just had 
a bad semester or have now decided to 
settle down and study. 
Bill: I want a teacher that is friendly— 
that isn't a cut and dried sort of per- 
son. He comes in and associates himself 
with the class — he calls you by your 
first name — he's humorous at times, 
but not all the time; he doesn't have to 
be a joke man. He doesn't get up and 
recite verbatim his notes that he had in 
his days in college. Now that's the kind 
of professor that I want — and we have 
a couple on our campus that I think are 
this way; but we have quite a few who 
are not. 

Mary C: That goes back to Artie's 
point about a professor who thinks young. 
Mary L.: I like to see professors in- 
volved in student activities. 
Artie: Yes, and socially, professors 
who'll go to a party where students are. 
Bob: That brings up a point that both- 
ers me. The idea that faculty and stu- 
dents aren't supposed to drink together. 
Bill: I don't think this is necessarily 
just our school. You find, especially in 
high school, that teachers are just ostra- 
cized as far as drinking is concerned — 
they're not supposed to be normal people. 
But I think we should realize that they 
are just as human as we are. They are 
just like we are today. College students 
go out and drink — they are the ones that 
are going to be the teachers of tomor- 
row — and just because they're teachers 
doesn't mean they have to quit socializ- 
ing with people. 

Bob: That's one thing about a small 
school, I think a lot of the faculty mem- 
bers come here so they can have these 
interpersonal relationships with the stu- 
dents and other faculty. And if students 
are aware of this and want this they can 
develop these close relationships outside 
of the classroom situation. 
Bill: I agree. Let's face it — you're go- 
ing to get out of Guilford just what you 
put into it. 

Keith Parks: We need to re-evaluate our 
standards and reaffirm commitments to 
what a college student is expected to be. 

Jessica Collins: "Classification is hard to avoid when each 
professor is given a list of everyone's Q.P. average." 

Enriching Summer School 

Dr. Robert R. Bryden, 
chairman of the biology 
department, officially as- 
sumes a new role June 
10, when Guilford sum- 
mer school begins. 
Named director of the 
summer session in Janu- 
ary, Dr. Bryden is al- 
ready at work formula- 
ting plans to hake sum- 
mer classes enriching 
rather than remedial. 
Two special programs have been slated to give high 
school students a foretaste of college life. The summer 
scholars program, begun for the first time last year, 
will be expanded in number and scope of students. Last 
year the program was limited to thirteen seniors from 
Greensboro city high schools. Dr. Bryden plans to in- 
crease the number of students, recruiting both junior 
and senior applicants from both city and county schools 
in Greensboro and High Point, with special emphasis 
being placed on William Perm in High Point, a Negro 
high school which will not be in use after this academic 

The summer scholars will be recruited with the help 
of high school guidance counselors. Dr. Bryden said, 
the only requirement being the incentive to do college 
work. The students will each choose two courses from 
a list of seven — American literature, mathematics, 
philosophy, religion, sociology, economics and political 
science. They receive a full tuition scholarship, paying 
only registration and activity fees. The courses may be 
applied to graduation at Guilford or other colleges, Dr. 
Bryden said. 


Dr. Bryden is also working with Charles Hendricks, 

special assistant to Dr. Hobbs, in instituting a summer 

program for high school students who belong to the 

Society of Friends. The Quaker students will be in- 

vited to spend several days on the Guilford campus, 
getting a "pre-orientation" to college life. They will 
live in the dormitories, attend classes, and meet with 
professors and admissions officers. 

The college students have not been neglected in Dr. 
Bryden's plans for the nine-week summer school. Dr. 
Bryden said the program had been enriched by insuring 
that scheduled courses will be offered regardless of class 
size. Previously, Dr. Bryden said, unless twelve students 
were registered for a class the course could not be 
given. An added incentive to summer school attendance 
will be a full program of planned social activities and 
sports, under the direction of Cliff Lowery, director of 
student activities. 

Guilford's summer school will last from June 10 
through August 8, with graduation exercises Sunday, 
August 1 1 . Morning classes will be held on the main 
campus and evening classes on the downtown campus. 

First Development Council 

The Guilford College Board of Trustees at their 
first quarterly meeting of the new year concentrated 
on total development plans for the college. The go- 
ahead was given to the administration on Jan. 27, to 
initiate action on two proposals under consideration for 
more than a year — Guilford's first Development Coun- 
cil and Board of Visitors. 

Director of Development, Alvin Wheeler, said the 
Development Council would be a "working body of 
interested friends and alumni whose job will be to in- 
form and cultivate all parts of the college's constituen- 
cies and establish and strengthen fund raising programs." 

The 29-member council will undergird Guilford's 
educational policies by developing adequate means for 
meeting long-term budgetary needs. Mr. Wheeler said. 
Among the members of the council will be the top ad- 
ministrators of the college, officers of the alumni as- 
sociation, chairmen of fund raising campaigns and five 
members selected at large. 

The second proposal approved by the trustees called 
for the creation of a Board of Visitors. President Grims- 
ley Hobbs said the Board of Visitors would "help inter- 
pret Guilford College, its programs and objectives, and 
advise with the administration and trustees to aid the 
present and future programs of the college." 

Dr. Hobbs said the Board would serve as "opinion 
molders and interpreters of the college to individuals 
and specific groups." 

Members of the Board of Visitors will include the 35 
persons on the Greensboro Advisory Board to Guilford 
College, but will be enlarged to a membership projected 
at more than 100. Individuals from a wide geographic 
area with the position and expertise to advise the col- 
lege and evaluate its programs will be asked to serve 
on the Board of Visitors. 



Dr. Herb Appenzeller announced in January that 
after six years of coaching the Guilford Quakers head 
football coach John Stewart was resigning to accept a 
position with furniture hardware distributors, Ragan 
Carmichael, Inc., of High Point. 

The teams Stewart coached compiled a record of 
23-25-1, the most successful in Guilford's history. 
Named Carolinas Conference Coach of the Year in 
1963, Stewart led his teams to second place in both 
1964 and 1965. 

A native of Flint, Mich., Stewart has been coaching 
North Carolina teams for eighteen years. After gradua- 
tion from the University of North Carolina at Chapel 
Hill, he coached at Evergreen, Whiteville and Garner 
high schools before coming to Guilford as assistant 
coach in 1962. 

Dr. Herb Appenzeller, director of athletics, in making 
the announcement of Stewart's resignation said, that 
he "considered John to be one of the finest coaches in 
the country. He did an outstanding job of bringing 
Guilford into competitive football and has always been 
a credit to the game and to us with his high ideals and 
sense of sportsmanship." 


Dr. Fred I. Courtney, business management profes- 
sor, was one of eight discussion leaders in an institute 
on "Personal Work Problems of the Chief Executive." 
The institute held February 14, on the campus of the 
University of North Carolina at Greensboro attracted 
executives from throughout the state. 

Rufus White, a member of the Board of Trustees, was 
promoted to president and chief administrative officer 
of Pilot Life Insurance Co. in February. Mr. White suc- 
ceeded O. F. Stafford, president for twenty-two years, 
who was elevated to chairman of the board. 

William Ernest Fulcher, assistant professor of natural 
science, has been awarded a $9,000 National Science 
Foundation Fellowship. Mr. Fulcher will use the grant 
for a year of advanced study and research toward his 
doctoral degree in botany at the University of North 
Carolina at Chapel Hill. Faculty fellowships are award- 
ed to experienced college and university science teach- 
ers with the exception that the increased competence 
gained from the fellowship experience will enable the 
fellow to contribute more effectively to the training and 
motivation of science students. 

Charlie Hendricks, special assistant to the president, 
was honored by the North Carolina Association of 
Collegiate Registrars and Admissions Officers at their 
November meeting. Mr. Hendericks was presented a 
citation "in recognition and appreciation of unselfish 
service to his institution and to the cause of higher 
education in North Carolina." 

Mrs. Treva Mathis, associate director of libraries, 
was named to the Membership Committee of the North 
Carolina Library Association, which will hold its first 
executive session of the year, March 23, at Sand Hills 
Community College. Mrs. Mathis's duties will include 
promoting individual and institutional memberships in 
the 2,000-member association and contributing to the 
"N.C. Libraries" issue on membership. 

Dr. Lewis Aiken, Dana Professor of psychology, has 
been appointed to the Board of Cooperating Editors of 
Educational and Psychological Measurement. His pa- 
per on "Effects on Test Score Variance of Differential 
Weighting of Item Response" was recently published 
in Psychological Reports. 

Mrs. Janet C. Speas, instructor of English, has been 
promoted to assistant professor. 

Mrs. Elizabeth D. Keiser, instructor in English has 
been promoted to assistant professor. 

Melvin R. Keiser, instructor in religion, has been 
promoted to assistant professor. 

James B. Gutsell, assistant professor of English, has 
been promoted to associate professor and named chair- 
man of the English department. 

Josephine L. Moore, associate professor of history 
has been promoted to full professor. 

Dr. Paul E. Zopf, Jr., associate professor of socio- 
logy, has been promoted to full professor. 

Dr. Fred I. Courtney, professor of business manage- 
ment, has been named chairman of the newly created 
department of business management. 

Dr. Jerry Goddard, acting academic dean, has been 
named executive dean of the college. 

Dr. William C. Burris, associate professor of political 
science, has been named academic dean. 

Answers to the Admissions Game 

Glenn: Accepted. He is a well-rounded student who 

will also be an asset in athletics. 

Beth: Accepted. Although Beth's math score was weak 

her verbal score which showed potential for a- 

chievement at a liberal arts college justified the 


John: Placed on the waiting list with a request for next 

semester's grades. 
Joan: Rejected. The admissions committee felt that it 
would be an injustice to Joan to accept her when 
she probably could not do college level work at 
Karen: Accepted enthusiastically. Recommended for 
scholarship, depending on amount of financial 
Michael: Accepted on Early Admissions Program, 
and awarded a Freshman Select Scholarship. 
Marsha: Awaiting evaluation from Upward Bound Di- 
rector and her six weeks grades of the second 
semester of her senior year. 




BYRON HAWORTH, judge of the 
High Point Municipal Court, is a candi- 
date for a district judgeship in the Demo- 
cratic primary and the general election 
in November of this year. He is a 
graduate of Duke University Law School; 
practiced law in High Point as the senior 
member of the law firm of Haworth, 
Haworth and Walker: served as judge of 
the High Point Municipal Court for 
twelve consecutive years; served as a 
member of the North Carolina House of 
Representatives; was the first president of 
the North Carolina Association of Dis- 
trict, County and Municipal Judges; and 
is now a member of the board of direc- 
tors of the North American Judges As- 


rently serving as Assistant Director of 
the Continued Education Service for the 
School of Public Health with the Uni- 
versity of North Carolina at Chapel Hill. 


WILBERT L. BRAXTON has accepted 
the position as Headmaster-Designate of 
the William Penn Charter School in Phil- 
adelphia. He has been a member of the 
Penn Charter faculty for twenty years, 
chairman of the science department, and 
for the past six years, second in admin- 
istrative responsibility as Assistant Head- 
master. He will begin his new duties in 

JEAN D. COCHRAN's article, "Form- 
ing the Library Habit" was published in 
the January, 1968, issue of the American 
Library Association Bulletin. Miss Coch- 
ran is director of the Augusta-Richmond 
County Library in Augusta, Ga. 


sor in the chemistry department of the 
University of Southwestern Louisiana, 
has had the third edition of his textbook, 
Experimental Organic Chemistry, pub- 
lished by Prentice-Hall. 



awarded the M.A. degree with a concen- 
tration in English on August 20, from 
Old Dominion College. 


J. ADDISON HILL, vice president and 
comptroller of the manufacturing division 
of Kayser-Roth Hosiery C, Inc., was 
appointed a member of the Campbell 
College board of trustees at its recent 
midwinter session. Mr. Hill, a native of 
Jamestown, attended Guilford and re- 
ceived a degree from High Point, doing 
graduate study at the University of North 
Carolina at Chapel Hill. He helped to 
organize the Greensboro chapter of the 
National Association for Accountants, 
and has been an active member of the 
Kiwanis Club for twenty years. 



Life Masters by the American Contract 
Bridge League, teach bridge and direct 
duplicate tournaments. Catherine has 
completed work for her Master of Educa- 
tion degree with certification in Guidance 
at the University of North Carolina at 
Greensboro, and is serving as the gui- 
dance counselor at Claxton School in 
Greensboro. Norman, a real estate 
broker, owns and operates Norman 
Boyles Realty Company. 


JAMES R. HENDRICKS, associate 
professor of paracytology at the Uni- 
versity of North Carolina at Chapel Hill, 
was elected president of the Elisha 
Mitchell Scientific Society which has its 
headquarters in Chapel Hill. 


BOB REGISTER was one of the 

Greensboro Record's North Carolina 
Press Association first place winners. 
Register, a Greensboro native, joined the 
Daily News staff as a reporter after gra- 
duating from Guilford. He returned 
after the war and has been a reporter 
for the Record ever since. In 1952 he 
was named assistant city editor; in 1953, 
he became city editor, and in 1966, was 
named associate editor. 



and children live at 8413 E. Rosewood 
Lane, Scoitsdale, Ariz., where she is a 
substitute music teacher for the school 


CARTER I. PIKE, of Alamance Coun- 
ty is the principal of New Market School. 

LON DEAN VANCE was awarded the 
M.A. degree with a concentration in 
English on August 20, from Old Domin- 
ion College. 


REV. W. C. PORTER, III, and his 

family recently moved to Rose Hill where 
he assumed the duties as pastor of the 
Mt. Zion Presbyterian Church. He re- 
ceived his E.D. degree from Austin 
Theological Seminary in 1957. He and 
his wife, the former Jane Rogers, have 
two children. 


Student "rebellion" was settled easily in the 
days of New Garden Boarding School. During the 
War between the States several boys bought mili- 
tary caps and began wearing them to school. Mary 
Jane Bundy, the matron of New Garden, offered 
each offender a cake for his headgear, and by the 
time of this 1886 photograph all military caps 
had disappeared, (from Guilford: A Quaker Col- 
lege, by Dorothy G. Thome) 

Municipal-County Court Judge HER- 
MAN G. ENOCH, JR., of Greensboro is 
a candidate for the Democratic nomina- 
tion for one of the six district judgeships 
in Guilford County. He practiced law 
for five years and was solicitor of Muni- 
cipal-County Court for a year before he 
was appointed senior judge of the court 
in 1962. In 1964, he established the 
first youth court in North Carolina in 
which teen-age jurors hear the evidence 
in cases involving youthful offenders and 
make recommendations as to the punish- 

J. BENJAMIN MILES is a candidate 
for one of the six judicial offices of the 
newly created District Court of the 
eighteenth judicial district, subject to the 
Democratic primary. Judge Miles, a 37- 
year-old native of Guilford County, was 
engaged in private law practice in Greens- 
boro from 1958 to 1962 when he was 
appointed Judge of the Municipal County 
Court of Guilford County. He is a mem- 
ber of the Greensboro Bar Association, 
the North Carolina State Bar, the 18th 
District Bar Association, the North Caro- 
lina District and Municipal Judges As- 
sociation, and the National Association of 
Municipal Judges. He is married to the 
former Daphne Rees, and they have two 


A. LINCOLN SHERK. an insurance 
adjustor for the Maryland Casulty Co., 
is seeking the Republican nomination for 
one of the five district judgeships to be 
created in December by the state court 
reform. He received his law degree from 
Wake Forest University School of Law 
in 1962; is on the board of directors of 
the Patterson Avenue YMCA, a member 

of the American Judicature Society, the 
American Society of International Law, 
Phi Delta Phi legal fraternity, and a 
life member of the American Forestry 
Association. He and his wife and their 
three children live at 752 Austin Lane 
in Winston-Salem. 


Robert Stribling Nanney were wed Dec. 
17, in Greensboro. They live at 2423 
Vale Avenue. He is associated with 
Belk's Store Services and she teaches at 
Smith Junior High School. 


JAMES E. MIMS of Greensboro was 
recently named assistant vice president 
by the board of North Carolina National 
Bank. He joined the bank staff in 1967 
after experience in real estate and in 

H. PAGE LEE received the Doctor of 
Theology degree from the Southern 
Baptist Theological Seminary in Louis- 
ville, Kentucky on January 24. 


ROYCE N. ANGEL, division public 
relations manager for Southern Bell Tele- 
phone, was named Outstanding Young 
Man of 1967 by the Charlotte and Meck- 
lenburg Jaycees. He was chosen primarily 
for his work on the Chamber of Com- 
merce Fire Prevention Committee, 
through which he initiated the indus- 
trial fire brigade program implemented 
by fifteen firms. He and his wife have 
three children and live at 1111 Eastview 
Drive in Charlotte. 


was appointed a medical sales representa- 

tive for Eaton Laboratories Division of 
the Norwich Pharmacal Company, and 
has completed a basic course in pharma- 
cuitical sales in Norwich, N. Y. He and 
his wife have three sons and live at 30 
Strawbridge Avenue, Westmont, N.J. 

JOHN W. COLEMAN, JR., a native 
of Greensboro, was recently promoted 
from assistant cashier to assistant vice 
president with Wachovia Bank and Trust 
Company. He joined the staff in 1958 as 
an adjustor in the High Point time pay- 
ment department, transferring to Greens- 
boro to serve as manager of the North 
Greene St. office in 1960, and later 
manager of the Golden Gate office. He 
assumed his present position as manager 
of the Lee St. office in 1962 and elected 
assistant cashier in 1965. 


Robert Arthur Lotz were wed in Sept- 

JAMES E. CLARK is now assistant 
secretary of the Federal Loan Bank of 
Greensboro. Before his promotion he 
was executive assistant in the bank's 
member and public relations department. 
He joined the bank in 1961, after serving 
as a captain in the United States Marine 
Corps. In his new position, he will ad- 
minister the member and public relations 
activities of the Greensboro bank. 

ROBERT L. TUDOR of Greensboro 
established Triad Interiors in Rural Hall 
in November. Triad Interiors, Inc. was 
set up as acoustical ceiling contractors 
with Robert Tudor as president and 
general manager until August when 
left a job with General Electric in New 
York and returned to his hometown to 
accept the post of sales manager with 
Traid Interiors. Tudor lives at 605 Down- 


ing Road with his wife and two child- 
ren, and Spencer lives at 2519-B Miller 
Park Circle, Winston-Salem with his wife 
and three -year-old son. 


CHARLES P. JONES is now assistant 
vice president at the Federal Home Loan 
Bank of Greensboro. Jones, who formerly 
held the position of comptroller, has 
been with the bank since 1958. His new 
responsibilities will be in planning, instal- 
ling, and supervising the bank's new 
data processing system. He is working 
toward his Masters at the University of 
North Carolina at Greensboro. 

EDWIN B. CARROLL'S family gained 
a new son. Alan, July 7, 1967. The family 
lives at Route 1, Box 39, Guilford, N.C. 
They have a daughter, Elizabeth. 

DORA (SMITH) and Charlie SNOW, 
member-workers of the Friends Meeting. 
have a new daughter, Carla. They are 
making their home at Route 1, East 
Bend, N. C. 


MILLS ARNOLD received his Master 
of Science in Education from the Uni- 
versity of Richmond Graduate School in 


lisia Gray Wallace were married July 31, 
in Pinetown. They live in Goldsboro 
where she is a teacher and he is employ- 
ed by the N.C. State Department of 
Motor Vehicles. 

JOHNNY HAYNES was promoted to 
head basketball coach at North Surry. 
He lives at 504 Rockford St., Mount 
Airy with his family. 



Pearl Sue Flinchum were married No- 
vember 11. in Walnut Cove. They live 
at 1304 Academy Street in Winston- 
Salem, where he is section chief for West- 
ern Electric and she is a secretary at 
Western Electric Co. 

HERB SHERWIN, JR. of Greens- 
boro is part-owner and manager of the 
Sherwin Seed and Feed Co. in Greens- 
boro. He and his wife, Katherine, live 
in the Lynwood division. 

WILLIAM J. BREWER, formerly a 
Unit Manager in Pilot's Greensboro Gen- 
eral Agency, is now the General Agent 
for the Company in Greenville, S.C. He 
joined the home office staff in 1960 in 
the Policyholder's Service Department, 
later transferring to the Agency Depart- 
ment as assistant. He became a special 
representative in the Greensboro Agency 
in 1965, and was promoted to Unit Man- 
ager in 1967. He has been awarded the 
designation of Chartered Life Under- 
writer by the American College of Life 

Underwriters; has served as a member of 
the Greensboro Association of Life 
Underwriters, Piedmont Health Under- 
writers, and the Central Carolina C.L.U. 
Chapter. He and his wife have two 

Mary Elizabeth Scott were married De- 
cember 31. in Greensboro. They are 
living at 3358 Lake Shore Blvd. in 
Jacksonville, Fla. where he is employed 
as a sales representative for Reynolds 
and Reynolds. 

now practicing law at 112 North Center 
St., Mt. Olive, N. C. 

C. RONALD NEASE, a Greensboro 
native and mortgage loan supervisor of 
Wachovia Bank and Trust Company, has 
been promoted to vice president. Nease 
joined Wachovia in 1963, in the mort- 
gage loan department and has served as 
assistant secretary and assistant manager. 
He is a member of the Homebuilders As- 
sociation, the Society of Real Estate Ap- 
praisers, the Board of Realtors, and has 
worked with the Federal Housing Admin- 
istration as an appraiser. 

Captain JOHN F. McCURRY recently 
received the United States Air Force 
Commendation Medal at Moody A.F.B.. 
Georgia. He was cited for his outstand- 
ing professional ability, leadership and 
devotion to duty. He is currently a stu- 
dent pilot at Moody. 

PETER M. GWIN of Pitman. N.J. 
was one of 23 trainees who were gra- 
duated recently from a VISTA training 
program at the Westinghouse Training 
Center in Atlanta, Ga. As a Volunteer 
in Service to America, Gwin. 25. will 
spend one year working in Atlanta with 
the Economic Opportunity of Atlanta 
which offers counseling services to fam- 
ilies in the area and directs needy resi- 
dents to social agencies that can help 
them. From 1964 until he joined VISTA, 
Gwin was in the Army. 

BART A. STREB, III has been made 
manager of the Durham office of Cam- 
eron-Brown Co., the largest mortgage 
banking firm in the Southeast. Prior to 
coining with Cameron-Brown, he was 
in the real estate and savings and loan 
business. He won the Greensboro Jay- 
cees' Key Man award in 1963; is a 
member of the Raleigh Lions Club; is 
an associate member of the Jackson- 
ville. Durham and Kinston Home Build- 
ers Association. 


(BILL and FRAN '64) became the proud 
parents of a daughter. Judith Louise, on 
December 30. Their address is Mt. Rush- 
more. Keystone, S. D., 57751. 

JAMES CHILDRESS of White Plains. 
NY., helped to host two world gather- 
ings of Quakers on the Guilford College 
campus in August. He is a Kent fellow 
working on his Ph.D. at Yale Univer- 
sity Graduate School. His doctoral disser- 

tation is on the use of civil disobedience 
by Quakers and other young people 



joined the sales staff of Ferrell Realty 
Co. in the Wachovia Building in Win- 
ston-Salem. She obtained her salesman's 
license by passing the North Carolina 
Real Estate Licensing Board Exam and 
specializes in residential properties. She 
has two children and they live at 220 
Sherwood Forest Rd. 

C. DON MAYNARD of Duplan Corp. 
is supervisor of quality control for the 
company's new throwing plant in Cleve- 
land. Tenn. He has been a technician in 
the quality control department in Win- 
ston-Salem for six years, after first ser- 
ving as an industrial engineering trainee. 
He is a senior member of the American 
Society of Quality Control. Both he 
and his wife, the former Judy Davis, 
are Winston-Salem natives. The family 
lives at 2163 Bethabara Road and will 
join him in Cleveland shortly. 

BERRY, JR. and Lola Jean Gray were 
married Feb. 4. They live at 512 Uni- 
versity Drive. He is assigned by the 
Navy to a ship based in Norfolk, Va. 

boro taught for a year at Seoul Elemen- 
tary School under the Department of 
Education's Overseas Training Program, 
and attended a six-weeks international 
summer school in Tokyo, Japan, special- 
izing in math and science. The Tokyo 
school was sponsored by the University 
of Hawaii and catered to teachers from 
the East. After she finishes her second 
year in Korea, she would like to teach 
in the Neatherlands. 


and Katherine Engle Wimbish were mar- 
ried Nov. 18. in Greensboro. They are 
living in Greensboro where she is em- 
ployed by North Carolina National Bank 
and he is employed by the Jefferson 
Standard Life Insurance Co. 


Don Whitfield Austin were married Dec. 
17. in Greensboro. They live at 932 
Hill St., Latham Park Apts. She is sec- 
retary-receptionist for Atlantic Engineer- 
ing Co., and he is a junior at Guilford 
and employed part-time by Sears Cata- 
log Order Plant. 

nabel Ruth McKinnon were married 
Aug. 6, in Laurinburg. They live in 



Chester Neal Tate were married Dec. 30, 
in New Orleans. They live at 7815 Hamp- 
son St., New Orleans where she is a 
social worker for Touro Infirmary and 
he is studying for his Ph.D in political 
science at Tulane University. 

STEPHEN D. ROYAL is now assist- 
ant vice president with Wachovia Bank 
and Trust Company. He joined Wachovia 
in 1963 as a management trainee and 
since then has served as a customer 
manager, operations manager, and as- 
sistant cashier. 



Edward James Slane, Jr. were wed Nov. 
II, in Miami. They live at 3842 N.E. 
171st St., North Miami Beach, Fla. He 
is employed as a pilot with Eastern Air 
Lines and she is a stewardess. 

JOHN W. DAVIS, III is now a regis- 
tered representative with Reynolds and 
Co., after completing a training program 
which included four months with the 
firm's New York headquarters on Wall 
Street. He was an IBM salesman in 
Greensboro before joining Reynolds and 
Co. He and his wife, Terrie, who is a 
high school teacher, live at 356 Penn- 
sylvania Avenue, Winston-Salem. 


HI and Joan Reinhalter were married 
Dec. 16, in Long Beach, Calif. They live 
at 4100 E. Broadway in Long Beach 
where she teaches school and he is ser- 
ving abroad the U.S.S. Bennington. 


FESMIRE were married November 25, 
in Barrington, and are living at 1960 
Lincoln Park West, Apt. 2701. She is 
employed by Northern Trust Co. and 
he is employed by Union Camp Corp. as 
a sales representative in Chicago. 


Toni Yvonne Holland were married in 
Greensboro on Aug. 3. They live at 1207 
Whilden Place, Greensboro where he is 
employed with the Odell Hardware Com- 


Marilou Martin were married Dec. 17, in 
Winston-Salem and are living at Bridal 
Path Lane, Route 2. He is employed by 
R. J. Reynolds Tobacco Co. and she 
teaches at Southwest High School. 

R.E. MORRIS of Charlotte was named 
district traffic manager of Southern Bell 
Telephone Co. for the Winston-Salem 
district. Formerly he held the position 
of district traffic manager for Charlotte 
in 1966. 


Kenneth Wayne Green were married Oct. 
28, in Greensboro. They are living in 
Charlotte where she is employed as a 

dental assistant and he is a market man- 
ager for Park and Shop Supermarkets. 

DIANA LEE HULIN and Phillip A. 
Callicutt were married Dec. 19 in Greens- 
boro. They are making their home at 
427 Cobun Avenue, Morgantown, W. Va., 
where he is currently completing work 
for his Masters at West Virginia Uni- 
versity while serving as head football 
trainee and she is majoring in art. 

from Wake Forest Law School, receiv- 
ing the Juris Doctor degree in June, 1967; 
passed the North Carolina State Bar 
examination in August; and has ac- 
cepted a commission as a Lieutenant 
J. G. in the United States Navy. He will 
be serving in the Pearl Harbor area with 
the Fourteenth Naval District beginning 
in June of this year. He is currently 
serving in the "Judge Advocates General 
Corp" of the Navy and lives at 1314 
Salisbury Rd., Winston-Salem. 


HENRY M. WATTS, a Winston- 
Salem native, has joined the Greensboro 
staff of Stockton, White and Company, 
a statewide mortgage banking firm. He 
was an underwriter for Jefferson Stand- 
ard Life Insurance Co.. and in a sales 
and market research capacity for Coca- 
Cola. He is married to the former Janet 
Cates of Greensboro, and they have one 


Ruby Durham Hudson were married 
Nov. 26, in Greensboro. They live at 
3802 Groometown Rd. He is production 
manager of Carolina Fabric Label Corp. 

Thomas Herring Duncan were wed Nov. 
26, in Greensboro. They live at 3204 
Belvedere Rd., Columbia, S. C, where he 
is with H. H. Mask, business consultant 


and Joan Saxton Lawrence were mar- 
ried Nov. 26, in Birmingham, Ala. They 
live at 2118 Carroll Drive in Raleigh 
where he is employed as a salesman for 
Dayco Corp. 


Barbara Black were married Nov. 26, in 
Wilmington, N. C. They live at 1855 
S. Hawthorne Rd., Winston-Salem where 
he is a management trainee for F.W. 
Woolworth Co. and she teaches at For- 
est Park Elementary School. 

HENRY W. MIXIN, III of Goldsboro, 
N. C, has been commissioned a second 
lieutenant in the Air Force upon gra- 
duation from Officer Training School at 
Lackland A.F.B., Texas. He is now as- 
signed to Fuchu Air Station, Japan, for 
duty as an administrative officer. 

(MARTHA SCOTT) and her husband 
Bob make 7046 Monticello St., Pittsburg, 
Pa. their home. In February, Bob began 
teaching pharmacology and doing re- 
search at the University of Pittsburg. 
Martha is working on her doctorate in 
physical chemistry, studying the lattice 
vibrations of hydride crystals. Both are 
members of the local American Friends 
Service Committee and have recently 
visited the sister committee in Toronto, 
Canada. This past summer they attended 
the Seventh International Congress of 
Bio-chemistry held in Tokyo, Japan. 


boro, Eastern Airlines Flight Officer, is 
based in Atlanta. 


William Francis Smith, Jr. were mar- 
ried November 24, in Lansdown, Pa. 
They live at 200 E. James St., Mt. Olive, 
N. C, where he is a high school chem- 
istry teacher. Mrs. Smith teaches in 

opened a new business, located ten miles 
south of Key Largo, Florida at Taver- 
nier. He is part-owner and secretary- 
treasurer of Key Sports and Hobby 
Center, Inc. The store carries a full 
line of sporting goods and materials for 
all types of hobbies. 

tricia Glidewell were wed January 6, in 
Greensboro. They live at 202-C Ash- 
land Drive in Greensboro where he is 
employed as a research chemist with 
Burlington Industries and she is assistant 
to the director of admissions at Greens- 
boro College. 


Linda Dianne Coleman were married 
November 23, in Concord. They are 
living on South Elm St. extension while 
he is employed by Blue Bell, Inc. and 
she is attending the North Carolina 
School of Automation. 


Patricia Ann Goodnight were married 
July 7, in Siler City. They live in New 
Orleans where he is on active Navy 
duty and continuing his studies. 

ANDREW V. BROWN of Murfrees- 
boro is now a member of the executive 
staff at Superior Filterglass in Murfrees- 
boro. He is vice president and general 
sales manager of the company. He is as- 
sisting as a volunteer therapy worker with 
retared chiJdren at the new Roanoke- 
Chowan Mental Health Clinic in Ashokie. 


DICK RANKIN, who played guard 
and tackle for four years on Guilford's 
varsity, is the line coach for the Have- 
lock Rams of the Southeastern 3-A 


Conference near the Cherry Point Mar- 
ine Base. 

Airman First Class FREDERICK G. 
TURNER was airman of the month for 
January. He is a native of Charlotte. 

Congratulations to THURSTON A. 
(BUDDY) and Darlene DIXON on the 
birth of a son, born Feb. 5. Buddy coach- 
es football at Guilford, and they live 
at 4610 Brompton Drive. 


Yvonne Walls were married Jan. 6. He 
began two years active duty in the Naval 
Reserves in Feb. and she is continuing 
her education at the University of North 
Carolina at Greensboro. 

Lt. MILFORD C. COX, JR and Joan 
Evelyn McNairy were wed Feb. 3. They 
are living at Apt. 108. 3525 Dimond 
Avenue, Oakland, Calif. He is stationed 
in Oakland aboard the USS Pictor and 
she is attending the University of Ber- 
keley to complete final credits toward her 
summer graduation from the University 
of North Carolina at Greensboro. 

PAUL N. SCHETTLER is enrolled in 

the graduate program of education and 
training in social work, in the School of 
Social Welfare at Florida State Univer- 
sity. He has been awarded a study grant 
from the university in order to further 
his studies. 


Joseph A. Gray were wed Dec. 22. in 
Bessemer. They live at 1014 Willard St., 
Greensboro. He is a junior accountant 
for J.I. Jessup, Jr., C.P.A. 

Assigned as an administrative special- 
ist with a unit of the tactical Air Com- 
mand at Luke A.F.B. in Arizona is Air- 


Robert E. L. Peterson, Jr. were wed July 
23, in Greensboro. They live in Lake- 
hurst. N. J., where he is on active duty 
with the Naval Reserves and she teaches. 

EDWARD A. HOWELL of Greens- 
boro, assistant vice president of Textile 
Banking Inc. of New York, is the South- 
east representative for the National Small 
Business Advisory Council of the Small 
Business Administration and southern 
representative for the Textile Bank. Mr. 
Howell was a member of the National 
Advisory Council representing North 
Carolina and also a member of the 
North Carolina Small Business Advisory 
Council, which provides management 
procurement and financial assistance to 
small businesses. 

David Payne were married July 23, in 
Greensboro. They live at 439 Stadium 
Rd., Wake Forest, where she teaches and 
he attends Southeastern Baptist Theolog- 
ical Seminary. 

JOHN F. VAN ETTEN and Doris 
Gilcrist Myers were married Feb. 10. 
They are living in Clifton, N. J. 

ving as a member of the Peace Corps 
in Africa. He took field training at 
Tuskegee, Ala., then in October, left 
for Malawi, Africa. His training is over 
and he is now stationed in a cotton 
growing area not far from the Zambezi 
River. His address is Department of 
Agriculture, P. O. Ngabu (S. Chickwawa), 
Malawi, Africa. 

ried November 23. to James Kirkman in 
Climax where they are living. She is 
employed in the traffic department of 
Southern Bell Telephone and Telegraph 
Co. and he teaches and coaches basket- 
ball at Grays Chapel High School in 
Randolph County. 

Marie Donahue were married Dec. 23, 

in Morganton. They live at 1813 Walker 
Avenue. Apt. 2, in Greensboro where 
he is employed in the time payment 
department of North Carolina National 
Bank and she is a senior majoring in 
education at the University of North 
Carolina at Greensboro. 


Roland Rodger Brooks were married 
Dec. 23. in Thomasville and are living at 
1507-B Woodside, High Point. She is a 
teacher at Northeast High School and 
he is a senior at Guilford College. 


Susan Elizabeth Norwood were wed De- 
cember 30. in Greenville. S. C. He is 
presently a junior at Duke Divinity 
School and she is a junior at Guilford. 
They are living at 3309-G Mordecai 
Drive in Durham. 

DANNY McQUEEN and Peggy Ann 

Willis were married December 17. in 
Morehead City. They are making their 
home at Atlantic Beach. He is employed 
by the Craven County Schools at Have- 


were married December 31, in Greens- 
boro. They live at Pensacola Beach. Fla. 
where he is in the Naval Aviation school 
and she is a teacher. 

rence E. Greene were married in Nov. 
and live in Greensboro. She is a secre- 
tary for Booth, Osteen, Fish, Adams 
and Dameron, Attys., and he is employed 
in the research laboratory of Gilbarco 
Inc. as a technician. 



Mary Oliver Riley were married Nov. 
11. in Charleston, S. C. He works in the 
credit department of the Citizens and 

Southern National Bank in Charleston 
where they live. 

Walker English were married Feb. 3, in 
Salem, Va. They live in High Point 
where he is employed by Continental 
Can Corp. 


and David Harbison Long were wed 
Dec. 21, in Alexandria, Va. They live 
in Southern Pines. 


Bradshaw McConnell, Jr. were married 
Jan. 6. and live at 924 Hill St., Greens-- 
boro. She is employed in the Golden 
Gate Branch of Wachovia Bank and 
Trust Company and he is employed by 
Wachovia as assistant cashier in the 
time payment department. 

III, and Bonnie Daile Jones were wed 
in High Point November 19. She is em- 
ployed by Snelling and Snelling and he 
teaches at Farmer High School in Ran- 
dolph County. 


Annette Slate were married Dec. 9, in 
Walkertown. They live at 620 Anson 
St., Winston-Salem, where she is secre- 
tary for Piedmont Airlines and he is a 
real estate salesman. 

CHARLES D. LOWE and Judy Anne 
Gatlin were wed Nov. 18 in Rocky Knoll. 
They are living in Greensboro where he 
is employed in the main office at Blue 
Bell, Inc., and she is a clerk-typist in 
the shipping office there. 

Airman First Class LEWIS MICHI- 
ALE BALLARD and Emmetta Stirewalt 
were married Dec. 23, at Old Fort. He is 
stationed at Shaw Air Force Base and she 
is a first grade teacher in the Charlotte- 
Mecklenburg schools, where she will 
continue to live through the school year. 
She lives at 3300 Central Avenue, Apt. 
3-C, Charlotte. 


Sgl. Roy Alan Wilson were married Dec. 
17. in Greensboro. He is stationed with 
the Army at Fort Riley, Kan., and she 
is employed in the laboratory at Cone 
Hospital. She is living with her parents 
at 3427 Summit Avenue until he comp- 
letes his military service in June. 


In Memoriam 


MRS. O. V. BOOKER, 85, of Smith- 
field died Thursday. Nov. 23, at her 
home, following a period of declining 
health. She and her husband operated 
the Booker Dairy for many years. She 
was the oldest member of the First Bap- 
tist Church of Smithfield, a member of 
the War Mothers and the Order of the 
Eastern Star. 


of a pioneer Thomasville family, died 
November 26, at the Thomasville Con- 
valescent and Nursing Center after a 
short illness. He was engaged in farming 
and real estate, a life member of the 
Springfield Friends Meeting and a veter- 
an of World War I. 


MRS. J.H. BARRINGTON, 36-year 
veteran of the Lumberton School System 
who retired in 1961, died January 5. 
She had been ill for several years. She 
taught in the Lumberton elementary 
schools for 36 years, serving 32 of them 
as principal until her 1961 retirement. 

She was a member of the advisory 
board for the Lumberton City Library, 
an active member of the First Presbyter- 
ian Church, a life member of the North 
Carolina Education Association, mem- 
ber of the Retired Principals, North Caro- 
lina and National Principals Association, 
and a charter member of the Delta Kap- 
pa Gamma. 


C.A. DEWEY CREWS, who lived at 
2220 Queen St. in Winston-Salem and 
was a retired accountant with the Wach- 
ovia Bank and Trust Company, died 
at his home in November. He received 
his A.B. from Guilford and was a gra- 
duate of the School of Business in Ac- 
counting in Atlanta, Ga. 


E. W. WINSLOW died on September 
25, 1967, in Norfolk, Va. 


A heart attack claimed the life of 

the nation's foremost historians, Novem- 
ber 16, in Athens, Ga. Dr. Patrick, educa- 
tor and author, who served in the Uni- 
versity of Florida history department 

for more than a quarter-century and for 
five years as its chairman, was a re- 
cognized authority on Civil War and 
Reconstruction history. Dr. Patrick left 
Gainsville in 1966 to become graduate 
research professor of history at the Uni- 
ersity of Georgia. The move ended a 
26-year association with the University 
of Florida. Dr. Patrick, who received 
his masters and doctors degrees from the 
University of North Carolina, was a 
native of Columbia, S.C. Dr. Patrick 
received many awards during his career 
and gained membership in hundreds of 
professional and community organiza- 
tions. Some of these included: the South- 
ern Historical Society (president in 1962), 
the American Association of State and 
Local History (vice president 1960-66); 
the Florida Historical Society (past dir- 
ector and recording secretary); the Flor- 
ida Library Association (vice president 
1953-54), Southern Political Science As- 
sociation (secretary - treasurer 1942-44), 
"Who's Who in America," "Who's Who 
in the Southeast," "International Who's 
Who." He was on the editorial board of 
many scholarly publications, including 
the Journal of Politics, which he served 
as managing editor from 1942-44; the 
Journal of Southern History, (editorial 
board); and the Florida Historical Quar- 
terly (editor, 1952-62). He married 
Eleanor G. Bangs who was in the Guil- 
ford class of 1932. 

Guilford College, like any parent, enjoys hearing from its alumni-offspring at all times. With this thought in mind, the Alumni 
Journal was created for the purpose of receiving and recording your correspondence. This correspondence enables alumni records 
and files to be corrected and sustained. Therefore, hestiate no longer in letting us know of any major items such as a new baby, 
newlyweds, moved, changed occupations, attending graduate school, recent honors and awards. Stay alert for the Guilford alumni 
news which is happening at this very moment in your own area. Thank you. Fill out the form below and mail to College Editor, 
Guilford Alumni Journal, Guilford College, Greensboro, North Carolina 27410. 

Name Class 

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Children's Name and Ages: 

Here's my Class Note: 


An Award- Winning Editorial: 

Friends Speak 

With Voice of Conscience 

by Robert T. Register, associate editor of THE GREENSBORO RECORD. 

The Society of Friends is but 200,00 strong. Its voice 
is small and lonely. So, too, is the voice of conscience. 

But when the two speak together, the message, how- 
ever muted in the growing global clamor, is insistent. 
It may not convert but it will disturb. The world needs 
shaking in its complacency with complexities and simpli- 
cities ignored. 

It is likely that the Greensboro testimony of the 
Fourth World Conference will stop no wars and stay 
no riots. It may, however, persuade rash men to pause 
and comtemplative men to act. No governments will 
tremble, but within them a few leaders may be moved 
to weigh national ambitions against supranatural values. 

The Quakers have little dogma. Their way is not so 
much to proclaim truth as, humble in awareness of 
human frality, to search for it. In resolutions formed this 
week on the Vietnam war and on racial justice, they 
have, we believe, come close to finding it. 


At the heart of their Vietnam statement is the con- 
clusion that "the war is solving and can solve nothing." 
That has the sound of heresy in this nation but it is an 
evaluation not confined to Friends. They echo the con- 
victions of most peoples not committed to the battle. 
And they speak for millions in this country whose 
qualms about American policy are outweighted only by 
their awe of the task of changing it. 

"A free choice of political institutions cannot be 
achieved by war," Friends believe. They are right. Com- 
munists may be deterred but communism is not stayed. 
Stated objectives of this nation — halting the spread of 
an alien doctrine, assuring democratic options — can- 
not be delivered by the military. The decisive battle 
is waged in the minds of men. 

The Friends' resolution urges all nations to with- 
draw support from the war. A direct appeal is made 
to the National Liberation Front and to North Viet- 
nam — realistically assessed as separable — to im- 
plement a ceasefire and negotiate a peace settlement. 

Justly, we believe, the resolution asks that the United 
States initiate the peace movement. As the great power 
most directly involved, the Quakers reason, the United 
States is secure enough to afford the strength of mag- 
nanimity. They endorse, therefore, the "dramatic act" 
of halting military operations, inviting international in- 

spection of the cease-fire, and requesting that the 
Geneva Conference be reconvened. 

It is a mammoth assignment. The resolution does not 
take into account the barriers of military balance, na- 
tional pride, cold war dogma. It rests its case on the 
priority of something even more compelling and difficult 
of removal — the right of man to survive. 

That men should merely survive, of course, is not 
enough. They must be assisted to live "with a full sense 
of self-respect and personal dignity," the conference 

Impatient to those who pay mere lip service to 
Christian doctrine, the resolution on racial justice calls 
for "constructive social change" to assure equality. 

"Fundamental changes will be needed in the systems 
under which most of us live," says the resolution. "We 
shall not be able to end exploration and degradation by 
mere pallatives 

"We must affirm that men who have been denied a 
share in economic and political power must experience 
its reality ..." 

Even among Quakers, of course, it is sometimes eas- 
ier to live with a remote war than with a nearby black 
man. The firmness of the race resolution is therefore 
doubly welcomed. While clearly the "sense of the con- 
ference," it was not without detractors. One among 
them objected to language which might be interpreted 
as a call for changes "in our type of government ... a 
change in our common system." 


It is not a change of systems but changes in systems 
which the conference was courageous enough to en- 
dorse. It must be remembered that the 1.300 Friends 
gathered here were from 38 countries. They addressed 
themselves to all the nations of the world. Some of those 
nations patently require changes of systems if men are 
to become equal. None among them — surely not the 
United States — can fail to profit from changes in 
systems which cither by design or in unconcern permit 
exploitation of racial decisions. 

The Quakers have honored us with their presence. 
They have both honored and challenged us with their 
statements of concern. The honor lies in their assump- 
tion that within us all reside reason and goodwill enough 
to move mountains. The challenge lies in their example 
of attempting just that. 


President of the Guilford College Alumni John R. Haworth 

A ssociation 

President-Elect of the Guilford College Jack Edward Tilley 

Alumni Association and Chairman of the 
1967-68 Loyalty Fund 

Director of Alumni Affairs William E. Benbow 

Treasurer Marion L. Ralls, Jr. 


A lice White Mendenhall 
Edgar H. McBane 
Sara Richardson Haworth 
Hazel Armstrong Valentine 
William Waldo Woody 
Robert B. Jamieson 
Doris Coble Kimmel 
John Googe 
Audrey Smith Duncan 
A bner A lexander 
Sam J. Lynch 
J. Howard Coble 
James O. Morphis, Jr. 
Emily Warrick Privott 
Howard H. Haworth 
Mary Nell Parker 


Katherine C. Ricks 

Era Lasley 

Charles C. Hendricks 


MARCH, 1968 



The Guilford College Alumni Journal is published as a 
monthly bulletin in September, December, March and 
June. Second class postage paid at Greensboro, N. C, 


















Rededicating Duke Memorial Hall 2 

A New Curriculum 4 

The Meaning and Philosophy of Development at Guilford 5 

The Plain Fact Is . . . 9 

On Campus 25 

Class Notes 28 

Association News 32 



Editor: Caroline Carlton 

Director of Development: A I Wheeler 

Director of Alumni Affairs: Bill Benbow 

Cover: Dr. Hobbs speaking at rededication of Duke 
Memorial Hall, (photo by Larry Phillips) 

Inside: The rainy view from inside Duke 
Memorial Hall, (photo by Peter Julian) 

Rededicating Duj 

Rededication ceremonies for Duke M- 
emorial Hall took place appropriately 
in the rain. It was raining seventy-one 
years ago on April 2, 1897, when the 
trustees selected the first site. 

The fifty-minute ceremony began on the 
east porch of the newly remodeled and 
renovated building with President Grims- 
ley Hobbs reading a history of the build- 
ing from Guilford: A Quaker College. 
Again history was being repeated. It 
was the grandfather of Dr. Hobbs, Lewis 
Lyndon Hobbs, who announced in the 
spring of 1897 that two former New 
Garden students. Benjamin and James B. 
Duke, had given $10,000 for the erec- 
tion of a science building in memory of 
their sister, Mary Elizabeth Lyon. 

Horace S. Hawsorth of High Point, a 
member of the Board of Trustees, re- 
dedicated Duke Memorial Hall, saying, 
"We preserve this building that it may 
be used a\ effectively in the future as it 
has been in the past." 

Memorial Hall 

About 200 alumni, friends, students and 
faculty attended the ceremony, tour and 
reception. A luncheon was held pre- 
ceeding the rededication for members of 
the Duke, Lyon and Leak families, and 
officials of Duke Power Company, all 
of whom were major contributors to the 
$600,000 renovation. 

Duke Memorial Hall, now a three-story 
building, contains fourteen classrooms 
and fourteen faculty offices, a modern 
fifty-station language laboratory, and the 
Elmer and Cammie Leak Audio Visual 

Dr. D. Elton Trueblood, Professor-at- 
Large of Earlham College, waited to 
speak inside the Audio Visual Center. He 
conluded his talk, "However grateful 
we are for the building, we must always 
be sure that this is not the prime con- 
sideration. A building is merely the tool, 
the instrument. It is the persons that 
count . . . Guilford College is trying to 
make better people better prepared for 
this our time." 


The reevaluation of the curriculum at Guilford began 
in 1965 when President Hobbs asked the faculty to 
appraise the educational program of the college in terms 
of its relevance to the needs and conditions of man in 
the modern world. Although this appraisal was not in- 
tended to be a "self-study," many faculty committees 
began to scrutinize those programs which came under 
their jurisdiction, and the Educational Policies Committee 
was created to examine the philosophy and curriculum 
of the college. A year later, the faculty acting on pro- 
posals of the committee approved changes which re- 
placed the required courses in religion, philosophy, liter- 
ature, art and the natural sciences with distribution 
requirements. The option for a student to take a course 
outside his major field on a pass-fail basis and the fresh- 
man seminar programs were approved. These changes 
were not considered major revisions of the curriculum, 
but were efforts to introduce an element of flexibility 
into the required curriculum. 

For the past year Dr. Frederic Crownfield, Dr. Will- 
iam Bums and other members of the Educational Poli- 
cies Committee have devoted their time to formulating 
a new curriculum which will provide an educational 
experience that is relevant, interdisciplinary, flexible 
and conducive to independent thought and study. 

Throughout the proposal for the new curriculum the 
committee emphasize two underlying premises — the 
courses of study are one concrete way of implementing 
the educational philosophy of the college, but the 
curriculum is only a tool whose effectiveness ultimately 
depends upon the teachers who use it. The most strik- 
ing revisions are a freshman program focused on prob- 
lems of contemporary society, a non-Western studies 
program, increased electives and independent study, 
and a concentrated foreign language program. 


When the new curriculum goes into effect in Septem- 
ber, 1969 entering freshmen will participate in an ex- 
citing two-semester course, Man in the Twentieth Cen- 
tury, which will confront them with some of the funda- 
mental moral, psychological, social and environmental 
problems facing contemporary man. Taught by a team 
of six to eight faculty members and visiting lecturers this 
course is expected to stimulate the students to an en- 
during interest in and concern about man that will give 
direction and meaning to all his studies. 

The first semester of the course will concentrate upon 
man's identity and the moral, social, political and eco- 
nomic problems which confront him in the twentieth 
century. Such topics as Mass Urbanized Society and 
Man's Alienation; Values and Morality in America; 
Man, War and Conscience; Poverty in the Affluent 
Society are representative of the course's direction. The 
second semester will focus upon man in his environment, 
emphasizing the scientific and technological aspects of 
man's existence. Moral, human and cultural concerns 
will be examined within the framework of the impact of 
science upon man's environment and upon man himself. 

The basic theme, an exploration of the human ecosys- 
tem, will be particularized in such topics as The Implica- 
tions of Molecular and Cellular Biology and Manipulate 
Genetics; Air, Water and Noise Pollution and The 
Magnitude of Nuclear Weapons and the Dimensions of 
Potential Nuclear Warfare. 

Under the revised curriculum the responsibility for 
learning is placed clearly upon the students, especially 
in such areas as English composition and foreign lan- 
guages. Instead of the required freshman composition 
course, the student will take six hours of literature 
with emphasis placed upon developing skills for the 
understanding and appreciation of literature. The ability 
to write and speak effectively and intelligently, accord- 
ing to the committee, is a problem which must be met 
in all disciplines if it is to have lasting value. 

The foreign language requirement has been reduced 
from twelve to nine hours, the final three to deal with 
literature and culture. Under the new curriculum, stu- 
dents who are well prepared in a foreign language will 
be placed in a section meeting three times each week. A 
poorly prepared student, or a student beginning a new 
language will have the opportunity to develop his lan- 
guage skills in a class five times a week. The comprehen- 
sive language examination currently required will be 
satisfied by a completion of the advanced literature 


Guilford's long interest in international studies 
prompted the committee to propose a college-wide pro- 
gram of non-Western studies. In the student's junior 
year, he will be able to choose his two required courses 
from a wide variety of non-Western subjects in the 
fields of anthropology, history, literature, politics, reli- 
gion, philosophy and sociology. The non-Western stud- 
ies program will have a director and be staffed by a 
number of professors from different departments. 

In order to incorporate greater flexibility into the cur- 
riculum and to meet the increasing student demands 
for greater course choice in their college careers, the 
new curriculum permits students to elect a minimum 
of eighteen hours. In most departments a limit of thirty 
hours will be established for all majors. For students -*3 
who do not elect to do independent study in their senior 
year, twenty-four hours of electives are offered. A pro- 
gram of independent study for the last semester of the 
senior year will be developed for the most able students. 
This independent research in the field of a student's 
particular interest would culminate in a senior thesis of 
superior quality. Other seniors would take six hours of 
electives without being required to prepare a thesis. 

For the most mature students, capable of intensive 
independent study. Curriculum II has been approved. 
Beginning in the junior year, highly qualified students 
could choose to pursue their studies semi-independently 
under the general supervision of their major professors. 
Curriculum II allows for much independent study, great- 
er freedom in course choices, and a large number of 
original and in-depth research papers. 

The Meaning and Philosophy 
Of Development at Guilford 

By AL WHEELER, director of development 

The chief problem of higher education has historically 
been one of its cost in money. At one time colleges like 
Guilford could operate on tuition and fees alone. That 
was long ago. Then endowment became the backbone 
of college finance. In the twentieth century, voluntary 
gifts and grants in support of current operations have 
taken on a more significant note. The college which de- 
sires to continue to render superior service today must 
establish its case and win superior support. Accordingly, 
it also must have a development office to organize 
and direct its fund-raising efforts. 

The woes of college finance continue to burden mul- 
tiple duty college presidents who have high hopes of 
strengthening their institutions and of contributing to 
advances in education. Their fund-raising responsibilities 
must be shared. No longer is fund-raising a problem to 
be considered only casually or occasionally when the 
chips are down. It is a permanent problem which must 
be dealt with on a continuous basis. A development 
program is an integral part of the administrative machin- 
ery of most colleges today. 

Just five years ago Guilford College was operating 
on a budget of less than $1,000,000 annually. Now 
the college expends nearly two and a half times that 
amount each year. Guilford's finances, however, have 
experienced the same pressures that all institutions of 
higher education have experienced in the last decade, 
and the management of the expenditures, compares 
quite favorably. 

Guilford College, going into its thirteenth decade of 
service, has an excellent reputation and a faculty that 
is paid among the highest regionally and at competitive 
levels nationally. However, while Guilford's expendi- 
tures have more than doubled, the college has managd 
to keep the proportionate share of the budget that tui- 
tion and fees provide from climbing significantly. Volun- 
tary gifts and grants for current purposes, primarily due 
to increasing Loyalty Fund support, help Guilford keep 
the charges at a minimum. 

When discussing the financial problems of the bud- 
get, the trustees and administration mention the need 

for more income to maintain faculty salaries at the 
newly obtained competitive levels and for more income 
for student aid funds to offset rising tuition rates. The 
one problem most often mentioned is what can be done 
to keep the college from pricing out good students from 
economically deprived backgrounds? 

Again like many other colleges, Guilford's student 
enrollment had to increase substantially in the post-war 
era and particulary in the fifties to help provide the edu- 
cational services required. Increased enrollment, which 
has leveled off in recent years, plus the growing com- 
plexity in all disciplines augmenting space requirement 
needs, has put acute pressures on all facilities. Guilford's 
library holding, for example, increased from 29,000 to 
over 39,000 in the decade immediately following World 
War II. Today, after ten more years, the holding exceeds 
109.000, and the need has yet to be met adequately. 
Space needs in the sciences, and age, has rendered the 
back part of King Hall inadequate. A gymnasium field- 
house built at a time when enrollment was less than 400 
students, over twenty-five years ago, stands as another 
example of physical plant needs. 

Only a few problems have been illustrated. Others 
include the need for increased endowment income, funds 
to match present and to create endowed professorships, 
greatly increased scholarships funds, and so on. Devel- 
opment programs must be geared to alleviate such col- 
lege financial problems as these. It is through the use 
of available communications tools that the develop- 
ment office can correct misconceptions, and enlist alum- 
ni and friends behind the principal job of education. The 
securing of voluntary financial support, however, fol- 
lows from the successful work of a development office; 
it is not the sole reason for its existence. Successful 
development programs, by focusing the proper perspec- 
tive to the problems of education, enable colleges to 
maintain their basic integrity. 

The development program at Guilford must be con- 
cerned with determining ways and means to enable 
the college to achieve its educational goals, but such 

a program must not lose sight of the ideals, the funda- 
mental beliefs of the founders. It is of paramount im- 
portance to continually recall the great historical 
strength of Guilford College - the growth of the col- 
lege over a period of 131 years f rom a small boarding- 
school to its present stature as a leading institution of 
higher education. It is a primary purpose of a develop- 
ment office in any college to interpret and to articulate 
the very life and meaning of the college to its own fam- 
ily of constituents, as well as to the public at large. 

In the literature of most any college catalogue can 
be found the same references to quality, academic ex- 
cellence, maximum development of the capacities of 
each individual student, and other noble objectives of 
higher education. Yet, all well known leading colleges 
do not necessarily have all of these characteristics. One 
must look deeper for evidences of quality than these 
catalogue "platitudes." Colleges are far more different 
from one another than many people would suppose. 

Recognizing that a good college cannot remain static, 
living on past reputation, the development office at- 
tempts to sustain a critical and lively awareness of the 
strengths, weaknesses, problems and objectives of the 
college today. For this reason, the nature of the job, 
it may be easier for me to sense the overall ethos that 
seems to distinguish the college now than it would be 
for some of those who have been at Guilford much 
longer. This climate is unmistakable - a dynamic in- 
ternal strength that causes one to say "Guilford College 
is on the march." There is a general conviction on the 
campus that the time for Guilford to take another leap 
forward is now. Everything that has gone into this in- 
stitution in the last 131 years has prepared Guilford 
College to make a move - a solid foundation for Guil- 
ford's strength laid by great men, women, scholars, and 
teachers throughout the college's history. 

At most institutions the development office encom- 
passes alumni affairs, public relations, public informa- 
tion and development, or what is more commonly called 
fund-raising and planning. All too often, however, these 
activities are considered peripheral to a college's cen- 
tral purpose. Yet a college development office, proper- 
ly conceived, is not simply a convenient coordinating 
point for the winning of goodwill and the securing of 
voluntary financial support. In briefest terms, the word 
"development" implies the strengthening of all those 
forces that will make Guilford College a great college. 
At Guilford it describes a program designed specifical- 
ly to advance the entire college in its effort to make 
good on its expressed commitment to educational ex- 

Much of the impetus for the upward movement 
characterizing Guilford today comes from the fund- 
raising campaigns associated with the Century and a 
Quarter Program in 1962 and the Charles A. Dana 

Challenge Program which ended in 1964. Guilford re- 
ceived nearly three million dollars in voluntary gifts 
and grants from 1960 to 1965 culminating in two new 
residence halls, library and dining hall enlargements, 
and the relocation of the college power plant. It became 
clear during this period through Guilford's own process- 
es of self-study and through the observations of others 
sought by the administration and trustees, that a con- 
tinuous effort would have to be made to help realize 
other physical plant objectives as well as strengthen 
Guilford's academic resources. The need for a perma- 
nent development program was recognized, and I came 
to Guilford College as director of development shortly 
after President Hobb's inauguration. 

With the philosophy which assumes that the responsi- 
bility for development is the business of everyone with- 
in the college "family," much emphasis has been placed 
in the last two years in developing an effective on-going 
annual giving program. The Guilford College Loyalty 
Fund was designed to encourage unrestricted and cur- 
rently expendable gifts from all of Guilford's constitu- 
ents. A new class agents approach to alumni participa- 
tion in the new annual giving program was adopted 
by the alumni association and parents-of-students, facu- 
lty and staff, trustees, and other friends were asked to 
join with alumni in annual unrestricted support of the 
college. Over $30,000 was raised in the first year, and 
a $50,000 amount is in sight for the second year. 

Loyalty Fund leaders and the staff of the alumni 
office are already making plans, consistent with the 
aims of the college, to encourage increased participation 
in the year ahead. Corporations and philanthropic 
foundations like to gauge their own gifts to colleges 
and universities by the percentage of participation fig- 
ures reported in annual giving. Through the Loyalty 
Fund Guilford College not only receives unrestricted 
revenue to meet increasing operational needs, but also 
receives a sound base for all voluntary financial sup- 

Also within the development program, concentra- 
tion has been placed upon upgrading information serv- 
ices and publications, strengthening the services of the 
alumni office, laying the foundation for a program to 
offer an effective channel for making bequests and 
other deferred gifts to Guilford, and determining ways 
and means to help meet Guilford's immediate and long 
range capital needs requirements. 

One current development is the new Guilford College 
Board of Visitors recently established by the trustees. 
This new and expanded advisory board will be compos- 
ed of members of the former Greensboro Advisory 
Board as well as other well known and influential alum- 
ni and friends from Greensboro, other cities and towns 
in North Carolina, and from several other states. The 
first annual meeting of the Board of Visitors is plan- 

ned for the fall. From what they learn about Guilford 
College, by visits to the campus or through publications, 
it is hoped that they may serve to communicate to 
others Guilford's programs as well as to advise the 
college on its endeavors. 

Much time and constant effort has also gone into 
developing two office procedures which stand out 
among others: (1) the proper recording and acknow- 
ledgement of all gifts to Guilford College, and (2) sys- 
tematic research to identify individuals, foundations, 
corporations and other friends and institutions which 
have an interest in helping the college meet its capital 
needs for buildings and programs. It is important for 
the development office to be able to retrieve and re- 
port information as needed on changes in support, 
and for what purposes, for Guilford's programs. It is 
also important for the donor and the college that an ac- 
curate and complete record of all gifts by an individual 
be kept in one permanent source file throughout the 
years. In order to better present the college's case to a 
prospective large donor, and to not waste his time and 
ours, we find it necessary to have our records straight 
and our "homework" done. This is why the recording 
and research efforts represent time well spent. 

The following case study involves all principles in 
the actual fund-raising aspect of development, and 
carries us from dossier-time until we are face-to-face 
with a foundation's executive director asking for a sub- 
stantial gift for Guilford College. The principles are 
much the same, however, whether the potential donor 
is an individual, a corporation or a foundation. This is a 
success story, all too many of them are not — at least 
in the short run. 

Dr. Hobbs and Al Wheeler 

Development: A Case Study 

Initial Contact 

In October, 1966, I wrote a letter to Mr. John Doe 
executive director of the Blue Chip Foundation in New 
York telling him that our development office was in the 
process of setting up a foundation research center and 
requesting that he send reports and literature which des- 
cribed Blue Chip's interests and giving policies. I men- 
tioned that this information would keep the college from 
submitting a grant request to the foundation outside 
the area of their own interests. 


A few days later I received a letter from Mr. Doe's 
secretary saying that the foundation did not issue an- 
nual reports, but that their grants were reported in 
the bulletins of the Foundation Library Center in New 
York City. But, the most important piece of informa- 
tion obtained in this reply was the secretary's name, 
Betty Jones. It's amazing how easy it is to arrange an 
appointment with an executive by taking an interest in 
learning the secretary's name! 

Fact Finding 

President Hobbs and I had already visited the Foun- 
dation Library Center in New York and had lists of 
Blue Chip Foundation's recent grants to colleges. This 
information was typed and filed in a dossier along 
with other information on the foundation which my 
secretary retrieved by consulting such sources as The 
Foundation Directory, Edition 3, and collecting news 
articles regarding the foundation or any member of its 
board of directors. 

Interest Files 

In January, 1967, a department head expressed to 
me a need for equipment and funds to carry on a parti- 
cular project - let us say, to develop a special program to 
interest students in art. From the card files arranged 
in the development office by interest catgeories, I was 
able to find that the Blue Chip Foundation was cur- 
rently interested in supporting art programs in colleges. 
I asked the department head to draft a rough state- 
ment of need for Dr. Hobbs and me to develop further 
for submitting a proposal to the Foundation on a trip 
we were making to New York in the summer. 

Mutual Contacts 

About six weeks later, shortly after we addressed a 
letter of inquiry to another foundation, the Plain Fact 
Fund, expressing the need for support of a current 
building project, Guilford received a generous check 
from Blue Chip. The check was enclosed with a letter 
from the Blue Chip Foundation president saying that 
they had been asked by the Plain Fact Fund to consider 
supporting our building project, since the Fund was 
limited in the freedom of its current grants program. 
The Blue Chip Foundation, therefore, gave to Guilford 
College because the Plain Fact Fund was anxious to 
help, but could not. 

Several facts help to explain this interim gift from the 
Blue Chip Foundation. They include: ( 1 ) the president 
of the Blue Chip Foundation was on hand when Dr. 
Hobbs made an address at a public ceremony and re- 
ferred to this in the letter, (2) the president of the 
Blue Chip Foundation had relatives that had attended 
Guilford and also referred to this in his letter, (3) the 
Blue Chip Foundation had an updated file on Guil- 
ford College because of our recent correspondence re- 
garding the foundation research we were undertaking 
and their being placed on Guilford's mailing list to re- 
ceive special publications, one being the President's 

Annual Report, (4) The Blue Chip Foundation and the 
Plain Fact Fund had similar interests and the directors 
of one foundation knew the directors of the other, 
and (5) the Blue Chip Foundation was presently able 
to find funds available for 'bricks and mortar' but not 
programs in support of art. The gift was, of course, 
gratefully received, but the major significance of the 
gift was the strong relationship Guilford now had with 
two major foundations, where records could not reveal 
a previous direct association. This new relationship en- 
couraged me to work closer with the department head 
in drafting the art program proposal which both foun- 
dations might be interested in considering. 

The Presentation 

In August of 1967, after arranging an appointment 
with Mr. Doe of the Blue Chip Foundation through 
his secretary, Betty Jones, Dr. Hobbs and I pulled to- 
gether the final statement of need into a concise two 
page proposal complete with supporting literature. To- 
ward the end of the month we met with Mr. Doe in his 
New York office. The interview was very pleasant, but 
to the point. After discussing the building for which 
the Blue Chip Foundation gave support in the spring, 
we discussed the art program proposal. Mr. Doe agreed 
that Blue Chip was interested in supporting such proj- 
ects, and that he would be glad to ask the foundation 
trustees to consider our proposal at their next meet- 
ing^ We left three copies of the proposal upon leaving.) 

The Waiting Game 

Three months later, after we had thanked Mr. Doe 
by letter for our meeting, mailed to him a copy of Guil- 
ford's current catalogue, latest President's Annual Re- 
port, and upon request another copy of the proposal 
to the president of the foundation, Guilford received 
a letter with a check enclosed for the amount requested. 

It would be difficult to diagram a flow chart for 
what Guilford did to obtain this gift. It is only specula- 
tion at best to try to say what specifically made the 
trustees of the Blue Chip Foundation decide to give 
Guilford College two substantial gifts within a twelve 
month period. It is safe to say that, not only was Guil- 
ford College helped financially, but also the college 
furthered the interests of the Blue Chip Foundation 
by using the funds to establish an innovative new pro- 
gram to interest students in art. Thus by helping Blue 
Chip to remain true to its pattern of giving as directed 
by the wishes of the benefactors, and by helping to 
strengthen Guilford academically, the grant gained a 
new and beneficial association for both institutions. 

A Special Report 


Plain Fact Is . . 

I ... our colleges and 

I universities "are facing 

what might easily 
I become a crisis" 


ur colleges and universities, over the last 20 years, have 
experienced an expansion that is without precedent — in build- 
ings and in budgets, in students and in professors, in reputation 
and in rewards — in power and pride and in deserved prestige. As 
we try to tell our countrymen that we are faced with imminent 
bankruptcy, we confront the painful fact that in the eyes of the 
American people — and I think also in the eyes of disinterested 
observers abroad — we are a triumphant success. The observers 
seem to believe — and I believe myself — that the American cam- 
mis ranks with the American corporation among the handful of 
nrsRlass contributions which our civilization has made to the 
annals of human institutions. We come before the country to 
plead financial emergency at a time when our public standing 
has never been higher. It is at the least an unhappy accident of 

— McGeorge Bundy 

President, The Ford Foundation 




A Special Report 

A state-supported university in the Midwest makes 
/% a sad announcement: With more well-qualified 
/ — m applicants for its freshman class than ever be- 
A _^L_fore, the university must tighten its entrance 
requirements. Qualified though the kids are, the univer- 
sity must turn many of them away. 

► A private college in New England raises its tuition 
fee for the seventh time since World War II. In doing 
so, it admits ruefully: "Many of the best high-school 
graduates can't afford to come here, any more." 

► A state college network in the West, long regarded 
as one of the nation's finest, cannot offer its students 
the usual range of instruction this year. Despite inten- 
sive recruiting, more than 1,000 openings on the faculty 
were unfilled at the start of the academic year. 

► A church-related college in the South, whose de- 
nomination's leaders believe in strict separation of church 
and state, severs its church ties in order to seek money 
from the government. The college must have such money, 
say its administrators — or it will die. 

Outwardly, America's colleges and universities ap- 
pear more affluent than at any time in the past. In the 
aggregate they have more money, more students, more 
buildings, better-paid faculties, than ever before in their 

Yet many are on the edge of deep trouble. 

"The plain fact," in the words of the president of 
Columbia University, "is that we are facing what might 
easily become a crisis in the financing of American higher 
education, and the sooner we know about it, the better 
off we will be." 

The trouble is not limited to a few institutions. 
Nor does it affect only one or two types of 
institution. Large universities, small colleges; 
state-supported and privately supported: the 
problem faces them all. 

Before preparing this report, the editors asked more 
than 500 college and university presidents to tell us — 
off the record, if they preferred — just how they viewed 
the future of their institutions. With rare exceptions, the 
presidents agreed on this assessment: That the money is 
not now in sight to meet the rising costs of higher educa- 
tion . . . to serve the growing numbers of bright, qualified 
students . . . and to pay for the myriad activities that Amer- 
icans now demand of their colleges and universities. 
Important programs and necessary new buildings are 


ll of us are hard-put to see where we are going 
to get the funds to meet the educational demands 
of the coming decade. 

— A university president 

being deferred for lack of money, the presidents said. 
Many admitted to budget-tightening measures reminis- 
cent of those taken in days of the Great Depression. 

Is this new? Haven't the colleges and universities al- 
ways needed money? Is there something different about 
the situation today? 

The answer is "Yes" — to all three questions. 

The president of a large state university gave us this 
view of the over-all situation, at both the publicly and 
the privately supported institutions of higher education: 

"A good many institutions of higher learning are 
operating at a deficit," he said. "First, the private col- 
leges and universities: they are eating into their endow- 
ments in order to meet their expenses. Second, the public 
institutions. It is not legal to spend beyond our means, 
but here we have another kind of deficit: a deficit in 
quality, which will be extremely difficult to remedy even 
when adequate funding becomes available." 

Other presidents' comments were equally revealing: 

► From a university in the Ivy League: "Independent 
national universities face an uncertain future which 
threatens to blunt their thrust, curb their leadership, and 
jeopardize their independence. Every one that I know 
about is facing a deficit in its operating budget, this 
year or next. And all of us are hard-put to see where we 
are going to get the funds to meet the educational de- 
mands of the coming decade." 

► From a municipal college in the Midwest: "The best 
word to describe our situation is 'desperate.' We are 
operating at a deficit of about 20 per cent of our total 

► From a private liberal arts college in Missouri: "Only 
by increasing our tuition charges are we keeping our 
heads above water. Expenditures are galloping to such 
a degree that I don't know how we will make out in the 

► From a church-related university on the West Coast: 
"We face very serious problems. Even though our tuition 
is below-average, we have already priced ourselves out of 
part of our market. We have gone deeply into debt for 
dormitories. Our church support is declining. At times, 
the outlook is grim." 

► From a state university in the Big Ten: "The bud- 
get for our operations must be considered tight. It is 
less than we need to meet the demands upon the univer- 
sity for teaching, research, and public service." 

► From a small liberal arts college in Ohio: "We are 

on a hand-to-mouth, 'kitchen' economy. Our ten-year 
projections indicate that we can maintain our quality 
only by doubling in size." 

► From a small college in the Northeast: "For the 
first time in its 150-year history, our college has a planned 
deficit. We are holding our heads above water at the 
moment — but, in terms of quality education, this can- 
not long continue without additional means of support." 

► From a state college in California: "We are not 
permitted to operate at a deficit. The funding of our bud- 
get at a level considerably below that proposed by the 
trustees has made it difficult for us to recruit staff mem- 
bers and has forced us to defer very-much-needed im- 
provements in our existing activities." 

► From a women's college in the South: "For the 
coming year, our budget is the tightest we have had in 
my fifteen years as president." 

What's gone wrong? 
Talk of the sort quoted above may 
seem strange, as one looks at the un- 
paralleled growth of America's colleges 
and universities during the past decade: 

► Hardly a campus in the land does not have a brand- 
new building or one under construction. Colleges and 
universities are spending more than $2 billion a year for 
capital expansion. 

► Faculty salaries have nearly doubled in the past 
decade. (But in some regions they are still woefully low.) 

► Private, voluntary support to colleges and univer- 
sities has more than tripled since 1958. Higher educa- 
tion's share of the philanthropic dollar has risen from 
1 1 per cent to 17 per cent. 

► State tax funds appropriated for higher education 
have increased 44 per cent in just two years, to a 1967-68 
total of nearly $4.4 billion. This is 214 percent more than 
the sum appropriated eight years ago. 

► Endowment funds have more than doubled over 
the past decade. They're now estimated to be about $12 
billion, at market value. 

► Federal funds going to institutions of higher educa- 
tion have more than doubled in four years. 

► More than 300 new colleges and universities have 
been founded since 1945. 

► All in all, the total expenditure this year for U.S. 
higher education is some $18 billion — more than three 
times as much as in 1955. 

Moreover, America's colleges and universities have 
absorbed the tidal wave of students that was supposed to 
have swamped them by now. They have managed to ful- 
fill their teaching and research functions and to under- 
take a variety of new public-service programs — despite 
the ominous predictions of faculty shortages heard ten 
or fifteen years ago. Says one foundation official: 

"The system is bigger, stronger, and more productive 
than it has ever been, than any system of higher educa- 
tion in the world." 

Why, then, the growing concern? 

Re-examine the progress of the past ten years, and 
this fact becomes apparent: The progress was great — 
but it did not deal with the basic flaws in higher educa- 
tion's financial situation. Rather, it made the whole en- 
terprise bigger, more sophisticated, and more expensive. 

Voluntary contributions grew — but the complexity and 
costliness of the nation's colleges and universities grew 

Endowment funds grew — but the need for the income 
from them grew faster. 

State appropriations grew — but the need grew faster. 

Faculty salaries were rising. New courses were needed, 
due to the unprecedented "knowledge explosion." More 
costly apparatus was required, as scientific progress grew 
more complex. Enrollments burgeoned — and students 
stayed on for more advanced (and more expensive) train- 
ing at higher levels. 

And, for most of the nation's 2,300 colleges and uni- 
versities, an old problem remained — and was intensified, 
as the costs of education rose: gifts, endowment, and 
government funds continued to go, disproportionately, 
to a relative handful of institutions. Some 36 per cent of 
all voluntary contributions, for example, went to just 55 
major universities. Some 90 per cent of all endowment 
funds were owned by fewer than 5 per cent of the insti- 
tutions. In 1966, the most recent year reported, some 70 
per cent of the federal government's funds for higher 
education went to 100 institutions. 

McGeorge Bundy, the president of the Ford Founda- 
tion, puts it this way: 

"Great gains have been made; the academic profession 
has reached a wholly new level of economic strength, 
and the instruments of excellence — the libraries and 

Drawings by Peter Hooven 


ach new attempt at a massive solution has left 
the trustees and presidents just where they started. 

— A foundation president 

laboratories — are stronger than ever. But the university 
that pauses to look back will quickly fall behind in the 
endless race to the future." 

Mr. Bundy says further: 

"The greatest general problem of higher education is 
money .... The multiplying needs of the nation's col- 
leges and universities force a recognition that each new 
attempt at a massive solution has left the trustees and 
presidents just where they started: in very great need." 

The financial problems of higher education 
are unlike those, say, of industry. Colleges and 
universities do not operate like General Mo- 
tors. On the contrary, they sell their two pri- 
mary services — teaching and research — at a loss. 

It is safe to say (although details may differ from 
institution to institution) that the American college or 
university student pays only a fraction of the cost of his 

This cost varies with the level of education and with 
the educational practices of the institution he attends. 
Undergraduate education, for instance, costs less than 
graduate education — which in turn may cost less than 
medical education. And the cost of educating a student 
in the sciences is greater than in the humanities. What- 
ever the variations, however, the student's tuition and 
fees pay only a portion of the bill. 

"As private enterprises," says one president, "we don't 
seem to be doing so well. We lose money every time we 
take in another student." 

Of course, neither he nor his colleagues on other 
campuses would have it otherwise. Nor, it seems clear, 
would most of the American people. 

But just as student instruction is provided at a sub- 
stantial reduction from the actual cost, so is the research 
that the nation's universities perform on a vast scale for 
the federal government. On this particular below-cost 
service, as contrasted with that involving the provision 
of education to their students, many colleges and univer- 
sities are considerably less than enthusiastic. 

In brief: The federal government rarely pays the full 
cost of the research it sponsors. Most of the money goes 
for direct costs (compensation for faculty time, equip- 
ment, computer use, etc.) Some of it goes for indirect 
costs (such "overhead" costs of the institution as payroll 
departments, libraries, etc.). Government policy stipu- 
lates that the institutions receiving federal research grants 

I 1 






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uition: We are reaching a point of diminishing 
returns. — A college president 

It's like buying a second home. 

-A parent 

tunity on which public higher education is based. They 
would like to see the present trend reversed — toward free, 
or at least lower-cost, higher education. 

Leaders of private institutions find the rising tuitions 
equally disturbing. Heavily dependent upon the income 
they receive from students, many such institutions find 
that raising their tuition is inescapable, as costs rise.** 
Scores of presidents surveyed for this report, however, 
said that mounting tuition costs are "pricing us out of 
the market." Said one: "As our tuition rises beyond the 
reach of a larger and larger segment of the college-age 
population, we find it more and more difficult to attract 
our quota of students. We are reaching a point of dimin- 
ishing returns." 

Parents and students also are worried. Said one father 
who has been financing a college education for three 
daughters: "It's like buying a second home." 

Stanford Professor Roger A. Freeman says it isn't 
really that bad. In his book, Crisis in College Finance?, 
he points out that when tuition increases have been ad- 
justed to the shrinking value of the dollar or are related 
to rising levels of income, the cost to the student actually 
declined between 1941 and 1961. But this is small consola- 
tion to a man with an annual salary of $15,000 and three 
daughters in college. 

Colleges and universities will be under increasing pres- 
sure to raise their rates still higher, but if they do, they 
will run the risk of pricing themselves beyond the means 
of more and more students. Indeed, the evidence is strong 
that resistance to high tuition is growing, even in rela- 
tively well-to-do families. The College Scholarship Ser- 
vice, an arm of the College Entrance Examination Board, 
reported recently that some middle- and upper-income 
parents have been "substituting relatively low-cost insti- 
tutions" because of the rising prices at some of the na- 
tion's colleges and universities. 

The presidents of such institutions have nightmares 
over such trends. One of them, the head of a private 
college in Minnesota, told us: 

"We are so dependent upon tuition for approximately 
50 per cent of our operating expenses that if 40 fewer 
students come in September than we expect, we could 
have a budgetary deficit this year of $50,000 or more." 

► State appropriations: The 50 states have appropri- 
ated nearly $4.4 billion for their colleges and universities 
this year — a figure that includes neither the $l-$2 billion 
spent by public institutions for capital expansion, nor 
the appropriations of local governments, which account 

for about 10 per cent of all public appropriations for the 
operating expenses of higher education. 

The record set by the states is remarkable — one that 
many observers would have declared impossible, as re- 
cently as eight years ago. In those eight years, the states 
have increased their appropriations for higher education 
by an incredible 214 per cent. 

Can the states sustain this growth in their support of 
higher education? Will they be willing to do so? 

The more pessimistic observers believe that the states 
can't and won't, without a drastic overhaul in the tax 
structures on which state financing is based. The most 
productive tax sources, such observers say, have been 
pre-empted by the federal government. They also believe 
that more and more state funds will be used, in the fu- 
ture, to meet increasing demands for other services. 

Optimists, on the other hand, are convinced the states 
are far from reaching the upper limits of their ability to 
raise revenue. Tax reforms, they say, will enable states 
to increase their annual budgets sufficiently to meet higher 
education's needs. 

The debate is theoretical. As a staff report to the Ad- 
visory Commission on Intergovernmental Relations con- 
cluded: "The appraisal of a state's fiscal capacity is a 
political decision [that] it alone can make. It is not a 
researchable problem." 

Ultimately, in short, the decision rests with the tax- 

► Voluntary private gifts: Gifts are vital to higher 

In private colleges and universities, they are part of the 
lifeblood. Such institutions commonly budget a deficit, 
and then pray that it will be met by private gifts. 

In public institutions, private gifts supplement state 
appropriations. They provide what is often called "a 
margin for excellence." Many public institutions use such 
funds to raise faculty salaries above the levels paid for by 
the state, and are thus able to compete for top scholars. 
A number of institutions depend upon private gifts for 
student facilities that the state does not provide. 

Will private giving grow fast enough to meet the grow- 
ing need? As with state appropriations, opinions vary. 

John J. Schwartz, executive director of the American 
Association of Fund-Raising Counsel, feels there is a 
great untapped reservoir. At present, for example, only 
one out of every four alumni and alumnae contributes to 
higher education. And, while American business corpora- 
tions gave an estimated $300 million to education 


in 1965-66, this was only about 0.37 per cent of their net 
income before taxes. On the average, companies contrib- 
ute only about 1.10 per cent of net income before taxes 
to all causes — well below the 5 per cent allowed by the 
Federal government. Certainly there is room for expan- 

(Colleges and universities are working overtime to tap 
this reservoir. "Mr. Schwartz's association alone lists 117 
colleges and universities that are now campaigning to 
raise a combined total of $4 billion.) 

But others are not so certain that expansion in private 
giving will indeed take place. The 46th annual survey by 
the John Price Jones Company, a firm of fund-raising 
counselors, sampled 50 colleges and universities and found 
a decline in voluntary giving of 8.7 per cent in 12 months. 
The Council for Financial Aid to Education and the 
American Alumni Council calculate that voluntary sup- 
port for higher education in 1965-66 declined by some 
1.2 per cent in the same period. 

Refining these figures gives them more meaning. The 
major private universities, for example, received about 
36 per cent of the $1.2 billion given to higher education 
— a decrease from the previous year. Private liberal arts 
colleges also fell behind: coeducational colleges dropped 
10 per cent, men's colleges dropped 16.2 per cent, and 
women's colleges dropped 1 2.6 per cent. State institutions, 
on the other hand, increased their private support by 
23.8 percent. 

The record of some cohesive groups of colleges and 
universities is also revealing. Voluntary support of eight 
Ivy League institutions declined 27.8 per cent, for a total 
loss of $61 million. The Seven College Conference, a 
group of women's colleges, reported a drop of 41 per cent. 
The Associated Colleges of the Midwest dropped about 


n the question of federal aid, everybody seems 
to be running to the same side of the boat. 

— A college president 

5.5 per cent. The Council of Southern Universities de- 
clined 6.2 per cent. Fifty-five major private universities 
received 7.7 per cent less from gifts. 

Four groups gained. The state universities and colleges 
received 20.5 per cent more in private gifts in 1965-66 
than in the previous year. Fourteen technological insti- 
tutions gained 10.8 per cent. Members of the Great Lakes 
College Association gained 5.6 per cent. And Western 
Conference universities, plus the University of Chicago, 
gained 34.5 per cent. (Within each such group, of course, 
individual colleges may have gained or lost differently 
from the group as a whole.) 

The biggest drop in voluntary contributions came in 
foundation grants. Although this may have been due, in 
part, to the fact that there had been some unusually large 
grants the previous year, it may also have been a fore- 
taste of things to come. Many of those who observe 
foundations closely think such grants will be harder and 
harder for colleges and universities to come by, in years 
to come. 

Fearing that the traditional sources of revenue may 
not yield the necessary funds, college and uni- 
versity presidents are looking more and more to 
Washington for the solution to their financial 

The president of a large state university in the South, 
whose views are typical of many, told us: "Increased fed- 
eral support is essential to the fiscal stability of the col- 
leges and universities of the land. And such aid is a proper 
federal expenditure." 

Most of his colleagues agreed — some reluctantly. Said 
the president of a college in Iowa: "I don't like it . . . but 
it may be inevitable." Another remarked: "On the ques- 

tion of federal aid, everybody seems to be running to the 
same side of the boat." 

More federal aid is almost certain to come. The ques- 
tion is, When? And in what form? 

Realism compels this answer: In the near future, the 
federal government is unlikely to provide substantial 
support for the operating expenses of the country's col- 
leges and universities. 

The war in Vietnam is one reason. Painful effects of 
war-prompted economies have already been felt on the 
campuses. The effective federal funding of research per 
faculty member is declining. Construction grants are be- 
coming scarcer. Fellowship programs either have been 
reduced or have merely held the line. 

Indeed, the changes in the flow of federal money to the 
campuses may be the major event that has brought higher 
education's financial problems to their present head. 

Would things be different in a peacetime economy? 
Many college and university administrators think so. 
They already are planning for the day when the Vietnam 
war ends and when, the thinking goes, huge sums of fed- 
eral money will be available for higher education. It is no 
secret that some government officials are operating on 
the same assumption and are designing new programs of 
support for higher education, to be put into effect when 
the war ends. 

Others are not so certain the postwar money flow is 
that inevitable. One of the doubters is Clark Kerr, former 
president of the University of California and a man with 
considerable first-hand knowledge of the relationship be- 
tween higher education and the federal government. Mr. 
Kerr is inclined to believe that the colleges and universi- 
ties will have to fight for their place on a national priority 
list that will be crammed with a number of other pressing 


olleges and universities are tough. They have 
survived countless cataclysms and crises, and one 
way or another they will endure. 

— A college president 

problems: air and water pollution, civil rights, and the 
plight of the nation's cities, to name but a few. 

One thing seems clear: The pattern of federal aid must 
change dramatically, if it is to help solve the financial 
problems of U.S. higher education. Directly or indirectly, 
more federal dollars must be applied to meeting the in- 
creasing costs of operating the colleges and universities, 
even as the government continues its support of students, 
of building programs, and of research. 

IN searching for a way out of their financial difficul- 
ties, colleges and universities face the hazard that their 
individual interests may conflict. Some form of com- 
petition (since the institutions are many and the 
sources of dollars few) is inevitable and healthy. But one 
form of competition is potentially dangerous and de- 
structive and, in the view of impartial supporters of all 
institutions of higher education, must be avoided at all 

This is a conflict between private and public colleges 
and universities. 

In simpler times, there was little cause for friction. 
Public institutions received their funds from the states. 
Private institutions received their funds from private 

No longer. All along the line, and with increasing fre- 
quency, both types of institution are seeking both public 
and private support — often from the same sources: 

► The state treasuries: More and more private insti- 
tutions are suggesting that some form of state aid is not 
only necessary but appropriate. A number of states have 
already enacted programs of aid to students attending 
private institutions. Some 40 per cent of the state ap- 
propriation for higher education in Pennsylvania now 
goes to private institutions. 

► The private philanthropists: More and more public 
institutions are seeking gifts from individuals, founda- 
tions, and corporations, to supplement the funds they 
receive from the state. As noted earlier in this report, 
their efforts are meeting with growing success. 

► The federal government: Both public and private 
colleges and universities receive funds from Washington. 
But the different types of institution sometimes disagree 
on the fundamentals of distributing it. 

Should the government help pay the operating costs of 
colleges and universities by making grants directly to the 
institutions — perhaps through a formula based on enroll- 

ments? The heads of many public institutions are inclined 
to think so. The heads of many low-enrollment, high- 
tuition private institutions, by contrast, tend to favor pro- 
grams that operate indirectly — perhaps by giving enough 
money to the students themselves, to enable them to pay 
for an education at whatever institutions they might 

Similarly, the strongest opposition to long-term, fed- 
erally underwritten student-loan plans — some envisioning 
a payback period extending over most of one's lifetime — 
comes from public institutions, while some private-college 
and university leaders find, in such plans, a hope that 
their institutions might be able to charge "full-cost" tui- 
tion rates without barring students whose families can't 
afford to pay. 

In such frictional situations, involving not only billions 
of dollars but also some very deep-seated convictions 
about the country's educational philosophy, the chances 
that destructive conflicts might develop are obviously 
great. If such conflicts were to grow, they could only sap 
the energies of all who engage in them. 

IF there is indeed a crisis building in American higher 
education, it is not solely a problem of meeting the 
minimum needs of our colleges and universities in 
the years ahead. Nor, for most, is it a question of 
survive or perish; "colleges and universities are tough," 
as one president put it; "they have survived countless 
cataclysms and crises, and one way or another they will 

The real crisis will be finding the means of providing 
the quality, the innovation, the pioneering that the nation 
needs, if its system of higher education is to meet the 
demands of the morrow. 

Not only must America's colleges and universities 
serve millions more students in the years ahead; they 
must also equip these young people to live in a world that 
is changing with incredible swiftness and complexity. At 
the same time, they must carry on the basic research on 
which the nation's scientific and technological advance- 
ment rests. And they must be ever-ready to help meet the 
immediate and long-range needs of society; ever-responsive 
to society's demands. 

At present, the questions outnumber the answers. 

► How can the United States make sure that its col- 
leges and universities not only will accomplish the mini- 
mum task but will, in the words of one corporate leader, 


othing is more important than the critical and 
knowledgeable interest of our alumni. It cannot 
possibly be measured in merely financial terms. 

— A university president 

provide "an educational system adequate to enable us to 
live in the complex environment of this century?" 

► Do we really want to preserve the diversity of an 
educational system that has brought the country a 
strength unknown in any other time or any other place? 
And, if so, can we? 

► How can we provide every youth with as much 
education as he is qualified for? 

► Can a balance be achieved in the sources of higher 
education's support, so that public and private institutions 
can flourish side by side? 

► How can federal money best be channeled into our 
colleges and universities without jeopardizing their inde- 
pendence and without discouraging support either from 
the state legislatures or from private philanthropy? 

The answers will come painfully; there is no panacea. 
Quick solutions, fashioned in an atmosphere of crisis, are 
likely to compound the problem. The right answers will 
emerge only from greater understanding on the part of 
the country's citizens, from honest and candid discussion 
of the problems, and from the cooperation and support of 
all elements of society. 

The president of a state university in the Southwest told 
us: "Among state universities, nothing is more important 

than the growing critical and knowledgeable interest of 
our alumni. That interest leads to general support. It 
cannot possibly be measured in merely financial terms." 

A private college president said: "The greatest single 
source of improvement can come from a realization on 
the part of a broad segment of our population that higher 
education must have support. Not only will people have 
to give more, but more will have to give." 

But do people understand? A special study by the 
Council for Financial Aid to Education found that: 

► 82 per cent of persons in managerial positions or 
the professions do not consider American business to be 
an important source of gift support for colleges and 

► 59 per cent of persons with incomes of $10,000 or 
over do not think higher education has financial problems. 

► 52 per cent of college graduates apparently are not 
aware that their alma mater has financial problems. 

To America's colleges and universities, these are the 
most discouraging revelations of all. Unless the American 
people — especially the college and university alumni — 
can come alive to the reality of higher education's im- 
pending crisis, then the problems of today will be the 
disasters of tomorrow. 

The report on this and the preceding 15 
pages is the product of a cooperative en- 
deavor in which scores of schools, colleges, 
and universities are taking part. It was pre- 
pared under the direction of the group listed 
below, who form editorial projects for 
education, a non-profit organization associ- 
ated with the American Alumni Council. 

Naturally, in a report of such length and 
scope, not all statements necessarily reflect 
the views of all the persons involved, or of 
their institutions. Copyright © 1968 by Edi- 
torial Projects for Education, Inc. All rights 
reserved; no part may be reproduced without 
the express permission of the editors. Printed 
in U. S. A. 


Carnegie- Mellon University 


The University of Oklahoma 


Swarthmore College 


American Alumni Council 


Columbia University 


Massachusetts Institute 
of Technology 


The University of Oregon 


The University of Colorado 


Wesleyan University 


The University of Pennsylvania 


New York University 


The University of California 


Phillips Academy, Ant/over 


The Ohio Stale University 


Dartmouth College 


Simmons College 


The Carnegie Commission on 
Higher Education 


Sweet Briar College 

Brown University 


Executive Editor 


Associate Editor 

Will 1AM A. MILLER, JR. 

Managing Editor 

university. A recent report presented this hypothetical 
case, based on actual projections of university expendi- 
tures and income: 

The institution's budget is now in balance. Its educa- 
tional and general expenditures total $24.5 million a 

Assume that the university's expenditures per student 
will continue to grow at the rate of the past ten years— 
7.5 per cent annually. Assume, too, that the university's 
enrollment will continue to grow at its rate of the past 
ten years — 3.4 per cent annually. Ten years hence, the 
institution's educational and general expenses would total 
$70.7 million. 

At best, continues the analysis, tuition payments in 
the next ten years will grow at a rate of 6 per cent a year; 
at worst, at a rate of 4 per cent — compared with 9 per 
cent over the past ten years. Endowment income will 
grow at a rate of 3.5 to 5 per cent, compared with 7.7 per 
cent over the past decade. Gifts and grants will grow at 
a rate of 4.5 to 6 per cent, compared with 6.5 per cent 
over the past decade. 

"If the income from private sources grew at the higher 
rates projected," says the analysis, "it would increase 
from $24.5 million to $50.9 million — leaving a deficit of 
$19.8 million, ten years hence. If its income from private 
sources grew at the lower rates projected, it would have 
increased to only $43 million — leaving a shortage of 
$27.8 million, ten years hence." 

In publicly supported colleges and universities, the 
outlook is no brighter, although the gloom is of a differ- 
ent variety. Says the report of a study by two professors 
at the University of Wisconsin: 

"Public institutions of higher education in the United 
States are now operating at a quality deficit of more than 
a billion dollars a year. In addition, despite heavy con- 
struction schedules, they have accumulated a major capi- 
tal lag." 

The deficit cited by the Wisconsin professors is a com- 
putation of the cost of bringing the public institutions' 
expenditures per student to a level comparable with that 
at the private institutions. With the enrollment growth 
expected by 1975, the professors calculate, the "quality 
deficit" in public higher education will reach $2.5 billion. 

The problem is caused, in large part, by the tremendous 
enrollment increases in public colleges and universities. 
The institutions' resources, says the Wisconsin study, 
"may not prove equal to the task." 

Moreover, there are indications that public institutions 
may be nearing the limit of expansion, unless they receive 
a massive infusion of new funds. One of every seven pub- 
lic universities rejected qualified applicants from their 
own states last fall; two of every seven rejected qualified 
applicants from other states. One of every ten raised ad- 
missions standards for in-state students; one in six raised 
*. standards for out-of-state students. 

Will the funds be found to meet the pro- 
jected cost increases of higher education? 
Colleges and universities have tradi- 
tionally received their operating income 
from three sources: from the students, in the form of tui- 
tion and fees; from the state, in the form of legislative 
appropriations; and from individuals, foundations, and 
corporations, in the form of gifts. (Money from the federal 
government for operating expenses is still more of a hope 
than a reality.) 

Can these traditional sources of funds continue to 
meet the need? The question is much on the minds of the 
nation's college and university presidents. 

► Tuition and fees: They have been rising — and are 
likely to rise more. A number of private "prestige" in- 
stitutions have passed the $2,000 mark. Public institutions 
are under mounting pressure to raise tuition and fees, 
and their student charges have been rising at a faster rate 
than those in private institutions. 

The problem of student charges is one of the most 
controversial issues in higher education today. Some feel 
that the student, as the direct beneficiary of an education, 
should pay most or all of its real costs. Others disagree 
emphatically: since society as a whole is the ultimate 
beneficiary, they argue, every student should have the 
right to an education, whether he can afford it or not. 

The leaders of publicly supported colleges and univer- 
sities are almost unanimous on this point: that higher 
tuitions and fees will erode the premise of equal oppor- 


Tuition: We are reaching a point of diminishing 
returns. — A college president 

It's like buying a second home. 

-A parent 

tunity on which public higher education is based. They 
would like to see the present trend reversed — toward free, 
or at least lower-cost, higher education. 

Leaders of private institutions find the rising tuitions 
equally disturbing. Heavily dependent upon the income 
they receive from students, many such institutions find 
that raising their tuition is inescapable, as costs rise. 
Scores of presidents surveyed for this report, however, 
said that mounting tuition costs are "pricing us out of 
the market." Said one: "As our tuition rises beyond the 
reach of a larger and larger segment of the college-age 
population, we find it more and more difficult to attract 
our quota of students. We are reaching a point of dimin- 
ishing returns." 

Parents and students also are worried. Said one father 
who has been financing a college education for three 
daughters: "It's like buying a second home." 

Stanford Professor Roger A. Freeman says it isn't 
really that bad. In his book, Crisis in College Finance?, 
he points out that when tuition increases have been ad- 
justed to the shrinking value of the dollar or are related 
to rising levels of income, the cost to the student actually 
declined between 1941 and 1961. But this is small consola- 
tion to a man with an annual salary of $15,000 and three 
daughters in college. 

Colleges and universities will be under increasing pres- 
sure to raise their rates still higher, but if they do, they 
will run the risk of pricing themselves beyond the means 
of more and more students. Indeed, the evidence is strong 
that resistance to high tuition is growing, even in rela- 
tively well-to-do families. The College Scholarship Ser- 
vice, an arm of the College Entrance Examination Board, 
reported recently that some middle- and upper-income 
parents have been "substituting relatively low-cost insti- 
tutions" because of the rising prices at some of the na- 
tion's colleges and universities. 

The presidents of such institutions have nightmares 
over such trends. One of them, the head of a private 
college in Minnesota, told us: 

"We are so dependent upon tuition for approximately 
50 per cent of our operating expenses that if 40 fewer 
students come in September than we expect, we could 
have a budgetary deficit this year of $50,000 or more." 

► State appropriations: The 50 states have appropri- 
ated nearly $4.4 billion for their colleges and universities 
this year — a figure that includes neither the $l-$2 billion 
spent by public institutions for capital expansion, nor 
the appropriations of local governments, which account 

for about 10 per cent of all public appropriations for the 
operating expenses of higher education. 

The record set by the states is remarkable— one that 
many observers would have declared impossible, as re- 
cently as eight years ago. In those eight years, the states 
have increased their appropriations for higher education 
by an incredible 214 per cent. 

Can the states sustain this growth in their support of 
higher education? Will they be willing to do so? 

The more pessimistic observers believe that the states 
can't and won't, without a drastic overhaul in the tax 
structures on which state financing is based. The most 
productive tax sources, such observers say, have been 
pre-empted by the federal government. They also believe 
that more and more state funds will be used, in the fu- 
ture, to meet increasing demands for other services. 

Optimists, on the other hand, are convinced the states 
are far from reaching the upper limits of their ability to 
raise revenue. Tax reforms, they say, will enable states 
to increase their annual budgets sufficiently to meet higher 
education's needs. 

The debate is theoretical. As a staff report to the Ad- 
visory Commission on Intergovernmental Relations con- 
cluded: "The appraisal of a state's fiscal capacity is a 
political decision [that] it alone can make. It is not a 
researchable problem." 

Ultimately, in short, the decision rests with the tax- 

► Voluntary private gifts: Gifts are vital to higher 

In private colleges and universities, they are part of the 
lifeblood. Such institutions commonly budget a deficit, 
and then pray that it will be met by private gifts. 

In public institutions, private gifts supplement state 
appropriations. They provide what is often called "a 
margin for excellence." Many public institutions use such 
funds to raise faculty salaries above the levels paid for by 
the state, and are thus able to compete for top scholars. 
A number of institutions depend upon private gifts for 
student facilities that the state does not provide. 

Will private giving grow fast enough to meet the grow- 
ing need? As with state appropriations, opinions vary. 

John J. Schwartz, executive director of the American 
Association of Fund-Raising Counsel, feels there is a 
great untapped reservoir. At present, for example, only 
one out of every four alumni and alumnae contributes to 
higher education. And, while American business corpora- 
tions gave an estimated $300 million to education 

in 1965-66, this was only about 0.37 per cent of their net 
income before taxes. On the average, companies contrib- 
ute only about 1.10 per cent of net income before taxes 
to all causes — well below the 5 per cent allowed by the 
Federal government. Certainly there is room for expan- 

(Colleges and universities are working overtime to tap 
this reservoir. Mr. Schwartz's association alone lists 117 
colleges and universities that are now campaigning to 
raise a combined total of $4 billion.) 

But others are not so certain that expansion in private 
giving will indeed take place. The 46th annual survey by 
the John Price Jones Company, a firm of fund-raising 
counselors, sampled 50 colleges and universities and found 
a decline in voluntary giving of 8.7 per cent in 12 months. 
The Council for Financial Aid to Education and the 
American Alumni Council calculate that voluntary sup- 
port for higher education in 1965-66 declined by some 
1.2 per cent in the same period. 

Refining these figures gives them more meaning. The 
major private universities, for example, received about 
36 per cent of the $1.2 billion given to higher education 
■ — a decrease from the previous year. Private liberal arts 
colleges also fell behind: coeducational colleges dropped 
10 per cent, men's colleges dropped 16.2 per cent, and 
women's colleges dropped 1 2.6 per cent. State institutions, 
on the other hand, increased their private support by 
23.8 percent. 

The record of some cohesive groups of colleges and 
universities is also revealing. Voluntary support of eight 
Ivy League institutions declined 27.8 per cent, for a total 
loss of $61 million. The Seven College Conference, a 
group of women's colleges, reported a drop of 41 per cent. 
The Associated Colleges of the Midwest dropped about 


n the question of federal aid, everybody seems 
to be running to the same side of the boat. 

— A college president 

5.5 per cent. The Council of Southern Universities de- 
clined 6.2 per cent. Fifty-five major private universities 
received 7.7 per cent less from gifts. 

Four groups gained. The state universities and colleges 
received 20.5 per cent more in private gifts in 1965-66 
than in the previous year. Fourteen technological insti- 
tutions gained 10.8 per cent. Members of the Great Lakes 
College Association gained 5.6 per cent. And Western 
Conference universities, plus the University of Chicago, 
gained 34.5 per cent. (Within each such group, of course, 
individual colleges may have gained or lost differently 
from the group as a whole.) 

The biggest drop in voluntary contributions came in 
foundation grants. Although this may have been due, in 
part, to the fact that there had been some unusually large 
grants the previous year, it may also have been a fore- 
taste of things to come. Many of those who observe 
foundations closely think such grants will be harder and 
harder for colleges and universities to come by, in years 
to come. 

Fearing that the traditional sources of revenue may 
not yield the necessary funds, college and uni- 
versity presidents are looking more and more to 
Washington for the solution to their financial 

The president of a large state university in the South, 
whose views are typical of many, told us: "Increased fed- 
eral support is essential to the fiscal stability of the col- 
leges and universities of the land. And such aid is a proper 
federal expenditure." 

Most of his colleagues agreed — some reluctantly. Said 
the president of a college in Iowa: "I don't like it . . . but 
it may be inevitable." Another remarked: "On the ques- 

tion of federal aid, everybody seems to be running to the 
same side of the boat." 

More federal aid is almost certain to come. The ques- 
tion is, When? And in what form? 

Realism compels this answer: In the near future, the 
federal government is unlikely to provide substantial 
support for the operating expenses of the country's col- 
leges and universities. 

The war in Vietnam is one reason. Painful effects of 
war-prompted economies have already been felt on the 
campuses. The effective federal funding of research per 
faculty member is declining. Construction grants are be- 
coming scarcer. Fellowship programs either have been 
reduced or have merely held the line. 

Indeed, the changes in the flow of federal money to the 
campuses may be the major event that has brought higher 
education's financial problems to their present head. 

Would things be different in a peacetime economy? 
Many college and university administrators think so. 
They already are planning for the day when the Vietnam 
war ends and when, the thinking goes, huge sums of fed- 
eral money will be available for higher education. It is no 
secret that some government officials are operating on 
the same assumption and are designing new programs of 
support for higher education, to be put into effect when 
the war ends. 

Others are not so certain the postwar money flow is 
that inevitable. One of the doubters is Clark Kerr, former 
president of the University of California and a man with 
considerable first-hand knowledge of the relationship be- 
tween higher education and the federal government. Mr. 
Kerr is inclined to believe that the colleges and universi- 
ties will have to fight for their place on a national priority 
list that will be crammed with a number of other pressing 


olleges and universities are tough. They have 
survived countless cataclysms and crises, and one 
way or another they will endure. 

— A college president 

problems: air and water pollution, civil rights, and the 
plight of the nation's cities, to name but a few. 

One thing seems clear: The pattern of federal aid must 
change dramatically, if it is to help solve the financial 
problems of U.S. higher education. Directly or indirectly , w 
more federal dollars must be applied to meeting the in- 
creasing costs of operating the colleges and universities, 
even as the government continues its support of students, 
of building programs, and of research. 

IN searching for a way out of their financial difficul- 
ties, colleges and universities face the hazard that their 
individual interests may conflict. Some form of com- 
petition (since the institutions are many and the 
sources of dollars few) is inevitable and healthy. But one 
form of competition is potentially dangerous and de- 
structive and, in the view of impartial supporters of all 
institutions of higher education, must be avoided at all 

This is a conflict between private and public colleges 
and universities. 

In simpler times, there was little cause for friction. 
Public institutions received their funds from the states. 
Private institutions received their funds from private 

No longer. All along the line, and with increasing fre- 
quency, both types of institution are seeking both public 
and private support — often from the same sources: 

► The state treasuries: More and more private insti- 
tutions are suggesting that some form of state aid is not 
only necessary but appropriate. A number of states have 
already enacted programs of aid to students attending 
private institutions. Some 40 per cent of the state ap- 
propriation for higher education in Pennsylvania now 
goes to private institutions. 

► The private philanthropists: More and more public 
institutions are seeking gifts from individuals, founda- 
tions, and corporations, to supplement the funds they 
receive from the state. As noted earlier in this report, 
their efforts are meeting with growing success. 

► The federal government: Both public and private 
colleges and universities receive funds from Washington. 
But the different types of institution sometimes disagree 
on the fundamentals of distributing it. 

Should the government help pay the operating costs of 
colleges and universities by making grants directly to the 
institutions — perhaps through a formula based on enroll- 

ments? The heads of many public institutions are inclined 
to think so. The heads of many low-enrollment, high- 
tuition private institutions, by contrast, tend to favor pro- 
grams that operate indirectly — perhaps by giving enough 
money to the students themselves, to enable them to pay 
for an education at whatever institutions they might 

Similarly, the strongest opposition to long-term, fed- 
erally underwritten student-loan plans — some envisioning 
a payback period extending over most of one's lifetime — 
comes from public institutions, while some private-college 
and university leaders find, in such plans, a hope that 
their institutions might be able to charge "full-cost" tui- 
tion rates without barring students whose families can't 
afford to pay. 

In such frictional situations, involving not only billions 
of dollars but also some very deep-seated convictions 
about the country's educational philosophy, the chances 
that destructive conflicts might develop are obviously 
great. If such conflicts were to grow, they could only sap 
the energies of all who engage in them. 

IF there is indeed a crisis building in American higher 
education, it is not solely a problem of meeting the 
minimum needs of our colleges and universities in 
the years ahead. Nor, for most, is it a question of 
survive or perish; "colleges and universities are tough," 
as one president put it; "they have survived countless 
cataclysms and crises, and one way or another they will 

The real crisis will be finding the means of providing 
the quality, the innovation, the pioneering that the nation 
needs, if its system of higher education is to meet the 
demands of the morrow. 

Not only must America's colleges and universities 
serve millions more students in the years ahead; they 
must also equip these young people to live in a world that 
is changing with incredible swiftness and complexity. At 
the same time, they must carry on the basic research on 
which the nation's scientific and technological advance- 
ment rests. And they must be ever-ready to help meet the 
immediateand long-range needsofsocicty; ever-responsive 
to society's demands. 

At present, the questions outnumber the answers. 

► How can the United States make sure that its col- 
leges and universities not only will accomplish the mini- 
mum task but will, in the words of one corporate leader, 


othing is more important than the critical and 
knowledgeable interest of our alumni. It cannot 
possibly be measured in merely financial terms. 

— A university president 

provide "an educational system adequate to enable us to 
live in the complex environment of this century?" 

► Do we really want to preserve the diversity of an 
educational system that has brought the country a 
strength unknown in any other time or any other place' 1 
And, if so, can we? 

► How can we provide every youth with as much 
education as he is qualified for? 

► Can a balance be achieved in the sources of higher 
education's support, so that public and private institutions 
can flourish side by side? 

► How can federal money best be channeled into our 
colleges and universities without jeopardizing their inde- 
pendence and without discouraging support either from 
the state legislatures or from private philanthropy? 

The answers will come painfully; there is no panacea. 
Quick solutions, fashioned in an atmosphere of crisis, are 
likely to compound the problem. The right answers will 
emerge only from greater understanding on the part of 
the country's citizens, from honest and candid discussion 
of the problems, and from the cooperation and support of 
all elements of society. 

The president of a state university in the Southwest told 
us: "Among state universities, nothing is more important 

than the growing critical and knowledgeable interest of 
our alumni. That interest leads to general support. It 
cannot possibly be measured in merely financial terms." 

A private college president said: "The greatest single 
source of improvement can come from a realization on 
the part of a broad segment of our population that higher 
education must have support. Not only will people have 
to give more, but more will have to give." 

But do people understand? A special study by the 
Council for Financial Aid to Education found that: 

► 82 per cent of persons in managerial positions or 
the professions do not consider American business to be 
an important source of gift support for colleges and 

► 59 per cent of persons with incomes of $10,000 or 
over do not think higher education has financial problems. 

► 52 per cent of college graduates apparently are not 
aware that their alma mater has financial problems. 

To America's colleges and universities, these are the 
most discouraging revelations of all. Unless the American 
people — especially the college and university alumni — 
can come alive to the reality of higher education's im- 
pending crisis, then the problems of today will be the 
disasters of tomorrow. 

The report on this and the preceding 15 
pages is the product of a cooperative en- 
deavor in which scores of schools, colleges, 
and universities are taking part. It was pre- 
pared under the direction of the group listed 
below, who form editorial projects for 
education, a non-profit organization associ- 
ated with the American Alumni Council. 

Naturally, in a report of such length and 
scope, not all statements necessarily reflect 
the views of all the persons involved, or of 
their institutions. Copyright © 1968 by Edi- 
torial Projects for Education, Inc. All rights 
reserved; no part may be reproduced without 
the express permission of the editors. Printed 
in U. S. A. 


Carnegie-Mellon University 


The University of Oklahoma 


Swarthmore College 


American Alumni Council 


Columbia University 


Massachusetts Institute 
of Technology 


The University of Oregon 


The University of Colorado 


Wesleyan University 


The University of Pennsylvania 


New York University 


The University of California 


Phi/lips Academy, Andover 


The Ohio State University 

Dartmouth College 


Simmons College 


The Carnegie Commission on 
higher Education 


Sweet Briar College 


Brown University 

Executive Editor 


Associate Editor 


Managing Editor 


Unique Education Experience 
For Fifteen College Freshmen 

Fifteen freshman at Guilford College next fall will 
be the first participants in the Richardson Fellows Pro- 
gram, a unique educational experience designed to 
identify and develop creative leaders among North 
Carolina's youth. The program calls for the students 
to work with community leaders, undertake projects 
to help the underprivileged, perform independent re- 
search, and confront major contemporary problems. 

A $100,000 grant given to the college in December 
by the Richardson Foundation will be used to initiate 
the two-year program. The Richardson grant will be 
supplemented by funds from the college. 

The Richardson Fellows Program begins in Septem- 
ber with fifteen students to be selected primarily from 
the top third of the freshmen admitted to Guilford for 
the 1968-69 academic year. Needed financial assistance 
will be provided for the Fellows. 

The Richardson Fellows Program at Guilford will 
be different from other educational experiments funded 
by the Foundation in colleges and universities through- 
out North Carolina. The Richardson Fellows will be 
virtually free of regular academic requirements. During 
the first year they will take only nine hours of courses 
from the college's regular curriculum, and these will 
be of the student's own chosing. 

Instead, four unique areas of educational experience 
will be offered to challenge the potential of the students. 
The Richardson Fellows will participate in a "Focus 
1980" Seminar which will explore such critical con- 
temporary problems as urbanization, industrial manage- 
ment, race relations, mass communications, cybernetics 
and international politics. Six visiting lecturers, experts 
in their fields, will each spend a week on the Guilford 
campus, delivering a major address and conducting 
seminars for the Fellows. In addition to the visiting 
lecturers, national leaders will hold dialogues with the 
Fellows over "amplified" telephone. 

A second major part of the Fellows' course of study 
will be the Research Seminar. Here the students will be- 
come acquainted with the techniques of research and 
be given the opportunity for extensive independent 
work which may be a paper or a project in his field of 
special interest. 

A third phase of the Richardson Fellows Program 
sends the students into the Greensboro community to 

work closely with leaders in government, education 
and industry. Each student will have a community 
leader to serve as his advisor throughout the academic 
year. The community leader will advise the student in 
the practical, day-to-day problems and processes in 
his area of expertise as well as assist him in finding 
a summer internship intended to provide firsthand ex- 
perience in his field of concentrated study. 

A non-credit "Self and Society Seminar," designed 
to emphasize the importance of each student's self- 
examination and the significance of interpersonal rela- 
tionships, will meet weekly. Each Fellow will under- 
take a year-long service project such as tutoring a 
child, working with the mentally ill, visiting a prisoner, 
or volunteering his time and skills to a community 
service agency. The Fellow will keep a journal of his 
project and share his experiences with the other parti- 
cipants in the Richardson Fellows Program. Each Fel- 
low will also be asked to identify for the seminar the 
significant "problem" issues which he feels will af- 
fect his relationship to society in the next decade as 
well as to explain how he as a prospective community 
leader would work to find creative solutions to those 

Richardson Fellows will be selected on a number 
of criteria including personal interviews, class rank, 
recommendations and standard test scores. The Guil- 
ford College Richardson Fellows Evaluation Team, 
composed of faculty, Richardson Foundation staff, 
and other individuals with leadership traits, will play 
a major part in the selection of the second group of 
Richardson Fellows. 

Bruce B. Stewart has been named Program Director 
for the Richardson Fellows Program. Stewart, currently 
director of admissions at Guilford, will supervise the 
two-year program, coordinating the staff and super- 
vising the selection and recruitment of the Richardson 
Fellows. He will serve also as liaison between Guilford 
and the Richardson Foundation, conduct the "Self 
and Society Seminar," and consult with staff members 
on the development of the curriculum and selection 
of guest lecturers. 

Before coming to Guilford in September 1967, Ste- 
wart was dean of students at the North Carolina School 
of the Arts in Winston-Salem. A graduate of Guilford, 
Stewart received his master's degree from the Univer- 
sity of North Carolina at Chapel Hill, and has done ad- 
ditional study at Harvard, Boston University and the 
University of North Carolina at Greensboro. 

Other members of the staff will be: "Focus 1980" 
coordinators, Dr. Cyril Harvey, Melvin Keiser; writing 
advisors, Mrs. Janet Speas, Mrs. Carter Delafield; re- 
search seminar coordinators, Dr. Jerry Godard, Dr. 
Cyril Harvey. 



R. J. Reynolds Tobacco Company in Winston- 
Salem has given a $25,000 grant to Guilford for the 
improvement and expansion of the college's science 

The college is undertaking a program to greatly en- 
large the classroom and laboratory space for the sci- 
ences in King Hall, which has shared space with a num- 
ber of liberal arts departments. The Reynolds grant 
will go toward the construction of a $600,000 addition 
to the building, which will triple the currently available 
classroom and laboratory space. 

The ground floor of the enlarged King Hall will 
be used solely for physics, and the first floor will con- 
tain two laboratories for teaching introductory-level 
science courses, as well as faculty offices, laboratory 
preparation rooms, storage space, and an animal and 
culture room. The second floor will contain eight class- 
rooms, and the third floor will house a modern labora- 
tory complex for psychology research. 

Eight Named to Faculty 

Dr. Hobbs in May announced the Director of the 
Downtown Campus and the appointment of eight 
new faculty members for the 1968-69 academic year. 

Dr. Fred Courtney, chairman of the department of 
business management, was named Director of the 
Downtown Campus. Dr. Courtney who has been at 
Guilford since 1965, received his M.A. magna cum 
laude from Baylor University and his Ph.D. from Ameri- 
can University. 

The new faculty are William A. Carroll, political 
science; Edwin G. Caudill, business management; John 
H. Stoneburner, religion; Ruby S. Behar, English; Cy- 
rus M. Johnson, sociology; Richard J. Raddock, ec- 
onomics; Patricia W. Kelly, biology and natural sci- 
ence; and Elwood G. Parker, math. 

William A. Carroll, professor of political science, 
has been named chairman of the political science de- 
partment at Guilford. Dr. Carroll received his B.A. 
from Brown University and his M.A. and Ph.D. from 
Georgetown University. He is currently a professor at 
Frostburg College, Frostburgh, Md. 

Edwin G. Caudill has been named associate profes- 
sor in the newly created business management depart- 
ment at Guilford. Dr. Caudill received his B.S. in busi- 
ness administration from the University of California, 
his Litt. M. degree from the University of Pittsburg, 
and his Ph.D. from American University, where he is 
now teaching in the graduate school. 

John H. Stoneburner of Summit, N. J., has been 
named associate professor of religion. He received his 
A.B. from Earlham College, and his B.D. from Drew 
Theological School, where he expects to receive his 
Ph.D. in June. 

Rudy.S. Behar, associate professor of English at 
Mansfield State College in Mansfield, Pa., has been 
named an assistant professor of English. He received 
his B.A. from the University of Connecticut, his M.A. 
from Hunter College and his Ph.D. from the University 
of Oregon. 

Cyrus M. Johnson has been named an associate pro- 
fessor of sociology. He did his undergraduate work at 
Wake Forest University, received his M.A. from Ohio 
State University, and his Ph.D. from Duke University. 
He is now on a year's leave of absence from the Uni- 
versity of Kentucky with the American Friends Serv- 
ice Committee in Peru. 

Richard D. Raddock has been named assistant pro- 
fessor of economics. He received his A.B. from Cornell 
University and his M.A. from the University of Pennsyl- 
vania, where he is writing his doctoral dissertation. He 
has been a full-time instructor at the Drexel Institute 
of Technology in Philadelphia. 

Patricia W. Kelly will be an instructor in biology 
and natural science. She received her B.S. from VPI 
and is currently working on her M.S. at North Caro- 
lina State University. She is a part-time instructor at 
Guilford this year. 

Elwood G. Parker will be an instructor in mathe- 
matics. A graduate of Guilford, he received his M. A. 
from the University of N. C. at Chapel Hill and has 
completed all the course work for his Ph.D. Since 1966 
he has been an instructor in mathematics at Salem 
College in Winston-Salem. 

Math Department Accolades 

Edgar Parker and David Cozart, both junior math 
majors, presented original papers at the Mathematics 
Association of America meeting at East Carolina Uni- 
versity in March. Guilford was the only small liberal 
arts college with student papers to quality for presen- 

Jean Ellen Kelso, also a junior majoring in math, has 
received a National Science Foundation grant to parti- 
cipate in a ten-week undergraduate research seminar 
in mathematics at Wake Forest University this summer. 
This is the same program in which David Cozart parti- 
cipated last summer as a sophomore. 

David Cozart has been doing more with his math 
than attending seminars and presenting papers. In con- 
sultation with E.G. Purdom and K. D. Walker, David 


solved a problem which had Vicks Chemical Co. stump- 
ed. A 32,000 gallon alcohol tank was placed under 
ground in a tilted position so that the dip-stick would 
not give an accurate measurement. David derived a 
formula for measuring the contents, which Tom Jones, a 
senior, computerized to obtain a set of conversion fac- 

Revelers Receive Honors 

The Revelers Club received "distinguished" ratings 
at the Piedmont District Drama Festival at Catawba 
College and at the 45th Annual State Drama Festival 
at Chapel Hill for their production of Edward Albee's 
one-act play The American Dream. Sally Peterson, a 
sophomore from Baltimore, Md., received an acting 
award for her performance in the District Festival. In 
Chapel Hill, Scott Parker, received one of the eight 
Hubert J. Philpott Awards in Theater Arts for stage 
models. Scott, a senior from Chapel Hill, president of 
the Revelers, directed the play. Other cast members 
were Steve Wessells, Pam Henry, Marilyn Mclntyre ,and 
Hank Hackett; state manager, Marikay Noah, technical 
director, Charles White; and Dot Bliss, property mis- 

Two-Time Winner 

Coy J. Doty of Winston-Salem, a senior at Guilford, 
received for the second time a $500 All-American 
Scholarship from Wear-Ever Alumni, Inc. 

William P. Cranford of Raleigh, state division man- 
ager for Wear-Ever, and Ted Hardison of Winston- 
Salem, assistant manager, presented the scholarship to 
Doty. President Grimsley Hobbs also accepted a $500 
scholarship grant on behalf of the college. 

This is the second year Doty has received the award 
as one of the ten leading Wear-Ever college distributors 
in the country. His individual sales totaled over $23,000 
and as a group manager he placed second nation-wide 
with sales of $60,000. 

Seven to Study Abroad 

Seven Guilford students will be among the 35 col- 
lege students participating this summer in Guilford 
Seminars Abroad, under the direction of Claude 
Shotts and James McMillan. A three-day conference 
in Washington, D.C., April 25-27, was held to inform 
the members of the seminarabout the countries in which 
they would visit and study this summer. The students 
received briefings from the Washington Post European 
correspondent, officials in the Czechoslovakian, British, 
French and Italian embassies, and former participants 
in the Seminars Abroad. The Guilford students are 
Pam Atkins, Mike Beamon, Martha Carter, Jim Gar- 
vin, Janet Ghezzi, Clarence Mattocks and Sue Sherrill. 

Faculty Make News 

Cyril Harvey has been awarded a grant from the Na- 
tional Science Foundation to participate in a summer 
field course in "Structures and Origin of Volcanic 
Rocks." The course which is sponsored by the Ge- 
ology Department of Wayne State University in Detriot, 
Michigan, will last from July 8-28. The thirty partic- 
ipants and fifteen staff will do field work at Red Lodge, 
Montana, Yellowstone Park, and Craters of the Moon 
National Park in Idaho. 

The Society of Biblical Literature (Southern Section) 
meeting at Davidson College reported that Dr. Frederic 
Crownfield of Guilford's religion department was one 
of the two most frequent contributors of scholarly 
papers since the society's southern section was estab- 
lished twenty years ago. Dr. Crownfield served as presi- 
dent of the society in 1954. 

Three Guilford professors received grants for re- 
search and independent study from the Piedmont Uni- 
versity Center. Henry Hood and Alex Stoessen of the 
history department, and William Burris of the political 
science department will use the grants, which were 
matched by the college, this summer. Dr. Hood will be 
at Oxford exploring the topic of "Conformity in the 
Schism Acts." Dr. Stoessen's work will be on the Flor- 
ida Senator, Claude Pepper and Dr. Burris's project 
will be developing models to explain political behavior. 

Dr. Frances Norton, professor of psychology, will 
be listed in the 1968 edition of American Men of Sci- 
ence, 11th edition, which will be published this year. 
Mrs. Norton received her doctorate from the Univer- 
sity of Iowa and has done post-doctoral work at the 
University of Michigan. 

Jerry Steele, head coach of the Quaker cagers, re- 
ceived double honors in March. He was named the 
Carolinas Conference and District Coach of the Year. 
The Guilford College Jaycees presented him their 
Distiguished Service Award for dedication to his work 
and the community. 

Dr. Lewis Aiken, professor of psychology at Guil- 
ford, presented a paper on "Using Monographs in Aca- 
demic and Vocational Selection" to the Southeastern 
Psychological Association meeting in Roanoke, Va., 
April 4-6. Monographs are graphical and mathematical 
formulas which are particularly useful to counselors and 
admissions personnel in secondary schools and colleges 
for such things as admissions cutting scores and pre- 
dicting a student's achievement in college. 




economist, is now serving for the year 
1967-68 as Visiting Professor of Political 
Science at the University of Tennessee. 
He and his wife, LULAH COX MACON 
C24), live at 3425 Timberlake Road 
S. W., Knoxville, Tennessee. Their son. 
Dr. Edwin J., lives in Atlanta. 


MRS. SILAS B. CASEY was named 
High Point's Legal Secretary of the 
Year for 1968. A native of Guilford 
County, she graduated from High Point 
High School and attended Guilford Col- 



has been teaching second grade at Sea- 
grove School since 1951. She writes that 
her daughter, Mrs. Donna L. Staley, is 
teaching in Winston-Salem and about 
to receive her masters degree from 
UNC-G. Her son, W. Thomas Lawrence 
owns Oakwood Farms in Seagrove, N. C. 
and manages it with his brother, J. 
Gilbert Lawrence. 

president of First Union National Bank, 
is the executive officer of the Goldsboro 
branch. He worked with Commercial 
Credit Company in Greensboro and the 
Scottish Bank of Fayettevillc which later 
merged into the First Union National. 
Nate was made area coordinator for the 
installment loan departments of the bank 

in the eastern part of the state. The Rey- 
nolds live in Magnolia Apartments on 
N. William Street and attend the Golds- 
boro Friends Meeting. 


SETH B. HINSHAW executive secre- 
tary of the North Carolina Yearly Meet- 
ing of Friends spoke at the special wor- 
ship service at Deep River Friends Meet- 
ing on March 31, for an open house and 
the first meeting in the recently renova- 
ted 93-year-old meetinghouse. 


PAUL C. PEARSON was recently 
elected vice president-planning of the 
Celanese Corporation. Paul lives at 27 
Rotary Drive, Summit. New Jersey with 
his wife and three children. In 25 years' 
service with Celanese, he has held super- 
visory and management positions in 
three of the corporation's major areas of 
manufacuting: fibers, chemicals, and plas- 

HAMPTON MORGAN was promoted 
from vice president to senior vice presi- 
dent of Wachovia Bank and Trust Com- 
pany in Winston-Salem on April 16. He 
is in charge of Wachovia's administra- 
tion department. He joined the bank in 
1939, was elected assistant auditor in 
1955, named auditor in 1961, and elected 
vice president in 1967. He has been an 
instructor for the Bank Administration 
Institute School at the University of 
Wisconsin and has attended BAI school 
for auditors at the University of Rich- 


THELMA C. EDWARDS, an English 
teacher at Williams High School in 
Burlington, N. C, was the recipient of the 
1966 Doe-Wah-Jack yearbook dedica- 
tion. She was chosen on the basis of her 
many years of outstanding service to the 
students and faculty of the school. She 
is also the advisor to the Tri-Hi-Y and 
the Masque and Gavel, and teaches the 
Educable Mentally Retarded. 

In April, JOHN C. TATE, JR., a staff 
manufacturing executive, became vice 
president in charge of industrial engi- 
neering for Burlington Industries in Bur- 
lington. He was an area manufacturing 
coordinator. A Greensboro native, he be- 
gan his career with Burlington in 1943, 
as a plant industrial engineer, and has 
held a variety of staff and manufacturing 
executive positions. 


HARDT, the former Shirley Ware, is 
taking graduate courses at the University 
of Connecticut School of Social Work. 
She also works part-time as a social 
worker with the Child and Family Serv- 
ices of Hartford, Conn, and lives at 50 
High St., South Glastonbury, Conn. Her 
daughter, Pamela, will enter Guilford in 
the fall. 

ED K. OTA is serving as the Associate 
Director of the Hartford Community 


Guilford's first faculty 1888-1889 


HOWARD COBLE of Rt. 10, Greens- 
boro, an assistant county attorney, is a 
Republican candidate for one of Guilford 
County's six seats in the North Carolina 
House of Representatives. Howard, a na- 
tive of Guilford County, is a graduate 
of the University of N. C. Law School. 


ERNEST H. FERRIS, JR. announced 
on March 19, that he is a Republican 
candidate for nomination to the Guil- 
ford County register of deeds post. 

MARK STEWART, is the incumbent 
candidate for re-election on the Demo- 
cratic ticket for Guilford County Regis- 
ter of Deeds. A native of Greensboro, 
prior to becoming Register of Deeds, he 
served ten years as deputy in the Guil- 
ford County office. 


CHEVELLETTE LEWIS ('49) were mar- 
ried January 13, at Kew Gardens, N. 
Y. They are living at 215-37 Forty-third 
Avenue, Bayside, New York. 


S. Commissioner, is a candidate for the 
Republican nomination for one of For- 
syth's five district judgeships. He has 
had ten year's experience as a practicing 
attorney, one year as assistant U.S. dis- 
trict attorney, and six years as a U. S. 
Commissioner. A graduate of Wake For- 

est Law School, he is a member of the 
Forysth County Bar, Forsyth Junior Bar 
and American Bar Association; and a 
director of Guilford College Alumni As- 
sociation. He is married to the former 
Wynnette Garner of Greenville. They 
have two children and live at 1120 Irving 
Street, Winston-Salem. 


boro psychiatrist was recently elected 
vice president of the Greensboro Chapter 
of Guilford Mental Health Society. 

ROBERT E. SHOAF, JR. was elected 
assistant secretary of Wachovia Bank 
and Trust Company in Winston-Salem, on 
April 16. He is an insurance represen- 
tative who joined the bank in 1961. 

COLLIN R. EDWARDS recently qua- 
lified for membership in the 1968 Senior 
Estate Builder Club. He is with the 
Greensboro Agency of the Home Life 
Insurance Company of New York. 

GARY P. HILDEBRAND is a super- 
visor in the Du Pont Company's Plas- 
tics Department, Research and Develop- 
ment Division at the Experimental Sta- 
tion near Wilmington, Del. Dr. Hilde- 
brank, a native of Swedesboro, N. J., 
received his master's degree and doctorate 
in analytical chemistry from the Uni- 
versity of North Carolina at Chapel 
Hill. He joined Du Pont in 1963, as an 
analytical chemist in the Plastics Dept. 
at the Experimental Station. 


H. PAGE LEE, of Greensboro, re- 

cently was awarded the doctor of theo- 
logy degree by the Southern Baptist Theo- 
logical Seminary in Louisville, Ky. 


JACK M. PHIPPS of Greensboro has 
joined Clendenin. Wrenn and Kirkman 
Realtors. For the past six years he has 
worked as assistant district sales manager 
for a confectionary company in this 
area. He is a veteran of the Navy. 

sociate engineer in the Programming 
Validation and Support Department at 
the International Business Machines' Fed- 
eral Systems Division here. Mr. Shep- 
pard joined IBM in Huntsville in Sep- 
tember, 1966. Prior to his promotion, he 
was a junior programmer. He and his 
wife JoAnne reside at 3217 Delia Lane 
in Huntsville. 



R. Barrie were wed February 28. 

MRS. BONNIE SPEAS of Pilot Moun- 
tain was elected treasurer of the Depart- 
ment of Educational Secretaries of the 
N. C. Education Association, at the 
group's 17th annual meeting in Durham, 
March 7-9. She has been president of 
the Northwestern District of Secretaries 
for the past two years. She and her hus- 
band Kenneth and their three children 
live on Volunteer Road in Pinnacle. 



Allen Kern were married February, 23. 


They live at 3405 Cloverdale Drive in 
Greensboro where she teaches at Joy- 
ner School and he is employed as a 
salesman by Pickard-Dunn Dodge, Inc. 

WILLIE R. FRYE has been called by 
the Winston-Salem Friends to succeed 
the Rev. Victor Murchison. Frye has been 
serving the Goldsboro Friends Meeting 
for the past nine years. He has been in 
the ministry for fifteen years, having 
served Friends' pastorates at White Plains 
near Mt. Airy and at Cane Creek near 


JOHN A. LYNCH of Goldsboro and 
Gloria Ann Ervin were married March 
2. He is a former reporter for the Golds- 
boro News-Argus, and for United Press 
International in Montgomery. Alabama. 
He was employed as regional executive 
for UPI in Virginia and was director of 
the domestic desk in Washington. He is 
now editor and publisher of the Morgan 
City Daily Review, Morgan City, La., 
where he and his wife are making their 

JOHN E. SHIELDS bought an in- 
terest in the Moore-Shields Appraisal 
Co.. Inc. Shields was recently elected a 
member of the Society of Real Estate 
Appraisers, having been in the real estate 
field since his graduation from Guilford 
College. He is president elect of the 
Junior Chamber of Commerce. 

came engaged to Jerald N. Cuckler of 
Scottsdale, Arizona. Both attended Ari- 
zona State University. An August wed- 
ding is planned. 


married to Charles Franklin Brande on 
March 30. They now live at 2706 Strat- 
ford Drive. 


THOMAS D. NELMS, was recently 
named to the newly created position of 
manager, administrative services, sales 
division of Kelly-Springfield Tire Com- 
pany. Cumberland. Maryland. He joined 
the company in 1961, and was manager 
of the Greensboro, N. C. warehouse 
until 1965. when he was promoted to 
operating manager, warehousing and cus- 
tomer service department in Cumberland 
He and his wife Lorene, and their child- 
ren live at 136 N. Bel Air Drive. 



Nancy Cross were wed March 2. They 
live at 310 Nutbush Circle, Jamestown, 
where she is employed as public service 

director of WGHP-TV in High Point. 
He is employed as a registered represen- 
tative for Investment Fund Services of 
Charlotte, working out of Greensboro. 

and Lila Faye Hovis of Emlenton, Penn- 
sylvania, were married on March 17. 
They will live at 2314-E Golden Gate 

PAUL R. FENTZKE and his wife, 
the former JOAN LEE SEELEY ('62) 
live at 11 Dederer Street. Tappan. N. 
Y. with their two children, Ingrid, 4 
and Eric. \ l 2. Paul recently joined 
Boris Kroll Fabrics. Inc., as Technical 
Manager of Dyeing and Development 

her husband Herman now reside at Box 
498, Exmore. Virginia, near the Bay 
Bridge Tunnel. She teaches in high 
school, and her husband practices law. 

DANNY W. MOORE recently re- 
ceived his M. S. in psychology at Rich- 
mond Professional Institute. He will en- 
roll in June, at N. C. State University 
as a N. C. Community College Intern, 
pursuing his doctorate in adult educa- 
tion. He and his wife Anne live at 213 
Country Club Drive, Eden, N. C. 

and her husband Ronald announce the 
birth of a daughter, Lee Ann on Feb- 
ruary 12. They are living in Rockville, 

LINDA LAWSON LOPP is now living 
in Thomasville, N. C where she is 
teaching at Mainstreet Junior High 
School. Her husband Kent is the owner- 
operator of Bridges Department Store 
in Thomasville. 


boro, was recently cited by the Army 
newspaper Frontiersman as "a good ex- 
ample of why everyone should comp- 
lete his education." She is a fourth 
grade teacher at Seoul American Ele- 
mentary School in Korea, and coached 
the tennis team last year. 

High Point will return to the University 
of N. C. at Chapel Hill next fall as as- 
sistant professor of endodontics at the 
School of Dentistry. For the last two 
years he has been a research fellow in 
the Dept. of Oral Medicine at the Uni- 
versity of Pennsylvania School of Dental 
Medicine. He is a graduate of Davidson 
and received his dental degree at UNC. 

boro, and his wife Deborah recently had 
their second child, Stacy Lynn, born 
April 6. Their first child was a son, Cy- 

rus David. Kenneth is an account execu- 
tive with Merrill, Lynch, Pierce, Fen- 
ner & Smith. 

BUZZY FAY (Swamscott, Mass.) is 
completing his third year of graduate 
work at Florida State. He has completed 
all requirement for his Ph.D. except 
the dissertation. 

ley Leigh Johnson were married Feb- 
ruary 10, in Westfield. She is a book- 
keeper at Wesley's, Inc., and he works 
in the sales department. They live at 
1520 S. Hawthorne Road. Winson-Salem. 

will be head basketball coach next year 
at the College of Albermarle, where he 
was assistant professor of physical educa- 
tion. His wife PATSY MALLARD 
BRAXTON ('65 ) is a guidance counselor 
at Elizabeth City High School where 
she "continues to send students to Guil- 
ford." The Braxtons live at 1412 W. 
Church Street. Elizabeth City. 

LARRY BIGGERS. formerly employed 
by the Travelers' Insurance Co. in 
Charlotte, N. C. has joined the Char- 
lotte office of Bache and Co. as a regis- 
tered representative. 

KATHRYN PARRY of Moorestown, 
N. J., was married September 26. 1964, 
and is now Mrs. Frederick Martin. The 
Martins live at 236 South Seventh Street, 
Philadelphia. Pa., and have a son, Alan, 
born June 23. 1967. 


ANITA ROSS was special guest March 
28, at a dinner given by the Business and 
Professional Women's Club. She is the 
local Greensboro nominee for the Part- 
nership with Young Career Women pro- 
ject and is a legal secretary with Egerton, 
Alspaugh and Rivenbark. Attorneys. She 
enters district competition on April 20, 
and is currently serving as the first 
woman president of the Guilford Coun- 
ty Young Democrats Club, of which 
she is a past secretary. Also she is a 
past president and secretary of Delta 
Beta Chapter of Beta Sigma Phi Soror- 

N. C, and Joseph Franklin Welker, Jr., 
were married Saturday, April 13. 

ELWOOD PARKER, who will join 
the mathematics department at Guil- 
ford next fall, has completed his course 
work for the Ph.D. at UNC-Chapel Hill. 

boro has been promoted to assistant cash- 
ier by North Carolina National Bank . 

PAUL M. BULLARD is the new man- 
ager of the Continental Underwriters, 
Inc., Life Insurance division. Previously 


he was with Metropolitan Life Insurance 
Co. where he earned several awards for 
outstanding sales. 

G. DILLARD NORMAN of Martins- 
ville, Va., is the customer service region- 
al manager of American Furniture in 
Martinsville. He and his wife Patsy live 
at 714 Parkview Avenue, with their son 
Dillard Scott, twenty months old. 

Marroca Ann Walden. both of Greens- 
boro, were married March 19. Mr. Jones 
is a professional photographer and a 
member of the National Guard. The 
couple live at Holiday Manor Apart- 
ments, 161 1-H 16th Street, Greensboro. 


cently completed two years of teaching 
mathematics at a secondary school in Ni- 
geria as a Peace Corps Volunteer. 

ROBERT E. HELMS of Morganton 
has joined the Avery-Nornell Company 
as head of its property management de- 

Carlon Woolard were wed February 24. 
They live at 5401-D Friendly Manor 
Drive. Greensboro. She is a secretary to 
the solicitor of Municipal County Court 
and he is a salesman with Hunt and 

ROGER C. GIBSON is a Republican 
candidate for one of six Guilford seats 
in the House of Representatives. He is an 
employee of Travel and Dollar Stamp 
of Greensboro and a native of Riverdale, 

da Joan Moore were married March 30, 
in Charlotte, N. C. They now live at 
802 Brookside Avenue, Charlotte. 


Rebecca Joyce Carter were married on 
April 7, in Winston-Salem. He works 
for Warren Brothers in Winston-Salem, 
where they now live in Colonial Village 

JASPER L. ROGERS and his wife 
Polly have a son, born December 23, 
1967. He is the warehouse foreman for 
Mallinckrodt Pharmaceuticals of Raleigh, 
N. C. They live on Route 1, Wake For- 
est, N. C. 


Arthur Parrish, Jr. were wed February 
3, in Stuart, Va. They are living in Salu- 
da, Va., where she is a counselor for 
the Virginia Employment Commission 
and he, a recent history graduate of 

UNC-Chapel Hill, is enrolled in the 
Army Officer Candidate School. 


married to the former Beverley Jane 
Agnew of Hodges, S. C. He is finishing 
his M.S. degree in Agricultural Econo- 
mics at Clemson University where he 
was recently elected a member of the 
Gamma Sigma Delta and the Honor So- 
ciety of Agriculture. He has accepted 
a job with the Army Material Command, 
and following graduation in August, 
plans to do further graduate study at 
the Red River Army Depot in Texarkana, 

RUDY GORDH is completing his se- 
cond year at the University of California, 

JOHN SAMUEL and his wife, the 
are living at 4610 Frazier Avenue. Fort 
Worth, Texas, where he is working to- 
ward a masters degree in religious educa- 
tion at Southwestern Theological Semi- 
nary . Judy is teaching speech therapy at 
a rehabilitation center. They were mar- 
ried August 27. 1967 in Walkertown. 
N. C. 


Army Private RICHARD B. WALD- 

RON, 25, of Charlotte, N. C, was as- 
signed as a clerk in Battery A, 1st Bat- 
talion of the 24th Infantry Division's 
34th Artillery near Munich, Germany. 

JR. and Lola Jean Gray were married 
February 4. They live at 512 University 
Drive. He is in the Naval Reserves and 
she works for Western Electric, Inc. of 

Keith Teasley were wed February 23. 
They live at 2803 Shady Lane Drive, 
Greensboro, where she is a stenographer 
in the traffic department at Sears Roe- 
buck and Co. and he is a service tech- 
nician with Friden, Inc. 

lyn Joan Puckett were married March 2. 
They live at 2101-A Sutton Drive in 
Raleigh where she is a secretary in the 
church music department of the Bap- 
tist State Convention and he is em- 
ployed by Gaddy Real Estate and a 
member of the Marine Corps Reserve. 

was married to Bonnie Kay Meadows 
on March 16. They will live on Route 3, 

HARRY GARDINER is a first-year 
student at the University of California. 

ford Charles Staudinger, Jr. were married 

March 22. They will live at 2022 Opal 
Street, Greensboro. 

ROBERT COX has been promoted to 
department manager at J. C. Penny's 
newly opened North Hills Shopping 
Center store in Raleigh, N. C. He joined 
Penny's in 1964 in Danville, Va. 

BILL PARTIN, JR., and Judy Carol 
Peel were married June 4, and are liv- 
ing at 2086 Neil Avenue, Apartment 31, 
Columbus, Ohio. They are both attend- 
ing classes at Ohio State University. 

HARRY JOE JOYCE and Patricia 
Ann Hall were married April 13. The 
couple will live at 305-F Duncan Road, 
Raleigh, N. C. 

presently employed as New Products 
Editor for Commercial Car Journal, of 
the Chilton Publishing Co. in Philadel- 
phia, Pa. He lives at 125 E. Levering 
Mill Road, Bala Cynwyd, Pa. 

DAVID OSTEM is doing an excellent 
job in his first year at the University of 


married March 23. Mr. and Mrs. Mar- 
ley were graduated from Holmes Theo- 
logical Seminary and he was named to 
Who's Who at Guilford. He is pastor 
of S t o n e v i 1 1 e Pentecostal Holiness 
Church. Both Mr. and Mrs. Marley will 
graduate from Guilford. 

GARY JOHNSON has received of- 
fers for grants for graduate study next 
year. He has selected the University of 

Greensboro and Carol Madoleen Thomp- 
son of High Point were married March 
23. They will live at 3710 High Point 
Road in Greensboro. He is employed 
parttime as personnel director of South- 
ern Building Maintenance Co., Inc., and 
after graduation will enter the armed 



Madison and Steve Darnell Joyce of 
Wilmore, Ky. were married March 10. 
Mr. Joyce is a junior at Asbury College 
in Wilmore and in the Army Reserve 
in Lexington, Ky. Mr. and Mrs. Joyce 
will live at 21P/2 N. Maple Street in 


Airman LARRY F. HUNTER re- 
cently completed basic training at Lack- 
land AFB, Texas. He has been assigned 
to the Air Force Technical Training 


Center at Lowry AFB, Colorado, for 
specialized schooling as a missile elect- 
ronics specialist. He is married to the 
former Linda Coleman of Greensboro. 

In Memoriam 



JR. died at the age of 81 on March 20. 
He was a well-known physician and ama- 
teur photographer in Richmond, Virginia, 
where he lived at 305 N. Allen Avenue. 
He was elected president emeritus of the 
Camera Club of Richmond in 1945, and 
exhibited 60 of his best prints at the 
Smithsonian Institute in Washington in 

1945. He was a past president of the 
Richmond Chapter, Alumni Association 
of Guilford College, a life and corner- 
stone member of the Photographic Soci- 
ety of America, member of the Top 
Photographer's Society, and author of 
many medical articles. 


DR. SAMUEL S. IRVIN died March 
3, in Margaret Pardee Hospital at Hen- 
dersonville, N. C. 



Goldston died March 4, at his home in 
Siler City after a heart attack. He was 
a Guilford native, vice president of 
First Union National Bank, and a mem- 
ber of Guilford College Friends Meet- 


ROBERT P. MASON of 2007 Pem- 
broke Road, Greensboro, N. C. died 
March 21. 


30, of Winston-Salem, was killed on 
April 13, in an automobile accident. He 
was a reporter for the Twin City Sentinel. 


Marine Captain ROY GRIFFIN was 

killed in action in Vietnam. While a 
student at Guilford, he played football 
and was vice president of the Day Stu- 
dent Committee. He is survived by his 
wife, the former Etta Overman, and two 
children, who live in Wallace, N. C. 

Association news 

Lost Alumni 


Dr. John R. Coleman, president 
of Haverford College in Haverford, 
Pa., will deliver the commencement 
address at the 131st graduation exer- 
cises at Guilford College, Sunday, 
June 2. 

Dr. Clyde A. Milner, president 
of Guilford from 1934-1965 will 
give the baccalaureate sermon at 
the 1 1 a.m. service in Dana Audi- 

At 2:30 p.m. in Dana Auditori- 
um, Dr. Coleman will address the 
approximately 250 seniors who will 
receive degrees in the arts and 

A former executive of the Ford 
Foundation and dean of the Divi- 
sion of Humanities and Social Sci- 
ences at Carnegie Institute of Tech- 
nology, Dr. Coleman became the 
ninth president of Haverford last 

From 1960-1961 he was a consul- 
tant on industrial relations research 
and management development for 
the Ford Foundation in New Delhi. 
India. In 1956, he joined the foun- 
dation as associate director for its 
program in economic development 

and administration. 

Dr. Coleman was president of the 
United States Association of Pitts- 
burgh and is on the national board 
of directors of the United States 
Association of the United States. He 
has also been vice president of the 
Negro Emergency Educational Drive 
and director of the Urban League 
of Pittsburgh. 

Chapter Presidents 

Eleven chapters of the Guilford 
Alumni Association have elected or 
appointed presidents for the 1968- 
69 year. The chapters and the presi- 
dents are Robert Ralls, Asheville, 
N. C; W. L. Charlton, Goldsboro, 
N. C; Brayton Heath, Murfrees- 
boro, N. C; Mrs. Lillian O'Briant. 
Asheboro, N. C; Mrs. Mildred Hus- 
sey. High Point, N. C; Max Wel- 
born, Yadkinville, N. C; Miss Eliza- 
beth King, Burlington, N. C; John 
Shore, Winston-Salem, N. C; Har- 
old Hunter, Mt. Airy. N. C; Lee 
Morgan Raiford, Atlanta, Ga. 

The Alumni Department needs 
your help. Ninety-four Guilford 
alumni are lost, or more precisely 
are missing from our mailing files. 
If you know the correct addresses 
of any of the missing alumni, we 
would appreciate receiving them. 

Martin Ullman '50 
Arthur D. Caudill *62 
Joseph McCray Holmes '58 
William Oliver Vivian, Jr. '61 
John W. Lipscomb '4 1 
Woodrow lord ham, Jr. '61 
Alvis Eugene Campbell '66 
Franklin R. Smith '57 

Mrs. Walter Gainey '26 
(Gladys Furrell) 

Mrs. Wesley Brocks '28 
(Matlic- Sutton) 

(Continued on Page 33) 


Mrs. Milo M. Wolff '49 

Nancy Jo. Angotti '64 

William M. Eskridge '66 

Harlan James Hudson '63 

Mr. & Mrs. Garrett Pettingell '50 
(Barbara Pearson) '51 

Marion Ellen Austin '61 

Maj. Robert L. Bailey, Jr. '43 

Mrs. Gerhard Wuensch '60 
(Nancy Lee Rust) 

Claude Kendrick Vestal '37 

Fred O.Smith '41 

John Haines Packer '55 

William Breazeale Maddox '43 

Elizabeth Ann Hunter Lamphear '67 

Jerry T. Jennings '60 

William Henry Gahm, Jr. '64 

Mrs. H. B. Forney '46 

Susan Garner Davidson '67 

Cophine Crosman '48 

William Crater '50 

Mr. & Mrs. Charles R. Collins, Jr. '56 

James Oscar Bailes '66 

Page Schoffner Johnson '66 

Mrs. Archie W. Beck '52 
(Doris Grogan) 

John J. Pershing Kincaid '43 

Robert B. Swindell '63 

Gayle Weave Braxton '63 

Mrs. Don F. Funderburke '55 
(Betty Lane Humble) 

Ellis M. Farris '61 

Mrs. Jerry M. Wilson '59 
(Reba Peddycord) 

Lloyd Arnold Smith '64 

Bob Borman David Forhan '66 

Clara Atkinson '58 

John Boddie Crudup, Jr. '67 

Gerhard Friedrich '42 

Dr. Ronald Max Hahn '54 

Paul Cooper Pearson, Jr. '42 

Clara B. Henley '22 

Charles Griffin Averette '67 

Eddie Monroe Billings '66 

Arthur William Bloom, Jr. '60 

BuChoon Chung '65 

Joseph Lindsay Caudle '59 

David Vernon Deal, Jr. '67 

Gail Gullette '67 

Ricky Lynn Hartline '70 

Mrs. Henry Hugerty '47 
(Dorothy Hersey) 

Peter Keegan '53 

H. Kenneth McKeown '56 

Mrs. Walter A. Bunch '22 
(Patsy Lowe) 

Mrs. Haskell A. Allen '58 
(Peggy Blair) 

Mrs. Harold C. Mahler '57 
(Sarah E.White) 

Annie Elizabeth Gray '32 

Mrs. Walter P. Croswell '61 
(Maxine Baker) 

Harvey L. Marshall '5 1 

Thomas Richard Brown '39 

Dianne Swaine Grant '65 

George F. Piatt '52 

Mrs. George Lynn Gaines '60 
(Juliana Mary Trimble) 

James Gaston Huckabee, III '67 

Rebecca Corinna Hendrix '67 

William L. Burnett '55 

Ricky Lynn Hartline '70 

Marianne Davis Griffith '65 

Donald Young Moser '61 

Linda Kay Smith '63 

Jane H. Marshall '44 

Ralph Simpson 

Carolyn Louise Gooden '64 

Peter L. Gordon '65 

Mr. & Mrs. Larry Richard Cates '57 
(Martha Blanch Lane) '58 

Michael Edwin Samuels '64 

James S. Williams '64 

Clarence William Thompson '3 1 

Lt. W. E. Williams, III '63 

Mrs. Charles L. Echols '57 
(Ann Rae Thomas) 

Mr. & Mrs. Charles W. Davis '56 
(Agnes Paul Stem) 

Mary Elizabeth Squires '52 
Banks Chandler Doggett, Jr. '5 1 

James Kitner McLees '56 

Claude Herman Farrell, HI '60 

Mrs. John B. Howell '54 

Eugene F. Moore '44 

James G. Finch '5 1 

Donald Haven Lathrop 



JUNE, 1968 



The Guilford College Alumni Journal is published as a 
monthly bulletin in September, December, March and 
June. Second class postage paid at Greensboro, N. C, 


Alumni Joixmeil 


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Someone once said that commencement in the spring 
of each year does not mark the end of a graduate's 
education, but is only the beginning of his total learn- 
ing experience. In short, commencement is a com- 
mencement to learning, a commencement for the con- 
tinuing education of each individual. 

Your Alumni Association, Department of Alumni 
Affairs, and Department of Information Services and 
Publications are aware that most alumni wish to be 
informed of new developments at their alma mater 
while also keeping abreast of developments in other 

If one is no longer attending Guilford College nor 
pursuing formal education, then how does he continue 
his education? There are a number of ways to accom- 
plish this, and in the next few moments I intend to 
inform you of how the college and the Alumni Asso- 
ciation hope to meet the responsibility of offering you 
a continuing education program. 

The Alumni Journal will include information about 
college events and developments, as well as other arti- 
cles which we feel will be of interest and of value to 

Another form of continuing education is the alumni 
seminar, the first being held Alumni Day last June. 
A number of other events, also with continuing edu- 
cation in mind, will occur on the campus this year. 
Please refer to the section on the arts series for a sched- 
ule of visiting lecturers, concerts, and plays. 

Regretfully, the Alumni Journal cannot always con- 
vey the feeling of personal concern which Guilford has 
for its alumni. Therefore, this personal interest will be 
manifested through annual alumni chapter meetings. 
It is the desire of the Alumni Association Board of 
Directors to begin upgrading and creating alumni chap- 
ters across the United States wherever substantial num- 
bers of alumni reside. Various faculty and staff mem- 
bers of the college will be present at these meetings to 
present their thoughts and experiences concerning 
topics of interest. It is hoped that you will find this 
forthcoming experience very rewarding, that you will 
give your local alumni chapter your fullest support, 
and that you will return to the campus for available 

Guilford College, the Alumni Department, and the 
Alumni Association Board of Directors are making a 
genuine effort to give you a new and rewarding educa- 
tional experience. In order to accomplish this, we need 
your constructive suggestions and ideas, such as topics 
for discussion at chapter meetings, improvements in 
the journal, and programs for your participation. I 

' iiittwiwlfr* 

encourage you to inform the Department of Alumni 
Affairs of your ideas and ways in which we may better 
serve you. It is your Alumni Association, and it can 
only be as active and beneficial to you as you wish 
it to be. 

William Benbow, Director of Alumni Affairs 

'. . . Without Regard to Race, Color, or Creed' 


Seven Athletes Sign with Pros 

Guilford College Arts Series 

2nd Annual Loyalty Fund Report 

On Campus 

Class Notes 

Osteen Heads Ticket of Alumni-Politicians 


j^-1-u.mni Journal 


Editor: George B. Roycroft 

Director of Development: A I Wheeler 

Director of Alumni Affairs: William Benbow 

The Guilford College Alumni Journal is published 
as a monthly bulletin in September, December, 
March and June. Second class postage paid at 
Greensboro, N. C. 27410 

Cover: Delegate to the Friends' Yearly Meeting relaxes in 
the cool shade in front of Dana Auditorium. 
(photo by Claude McNeill) 
Back cover: New Garden Hall 
(photo by Dave Owens) 





Slum dweller. Middle-class suburbanite. Bearded 
philosopher. Crew-cut athlete. Dark skinned foreigner. 
Backlash conservative. 

Each stereotype character and the shades of vari- 
ation between make up Guilford College's conglom- 
erate student body. 

In the words of Dr. Grimsley Hobbs, college presi- 
dent, the "emphasis is upon 'balance'. We are trying 
to bring in a number of students of varying economic, 
social, and ethnic backgrounds." Increased scholarship 
aid is being provided for the foreign student, the un- 
derprivileged and culturally deprived, for as he says, 
"These people need an opportunity." He is hopefully 
aware, too, of their contribution to the college. 

The list of entering students gives evidence of the 
college's strides in recruitment during the past year. Of 
the 408 incoming students, approximately 57 percent 
are from North Carolina. The rest are residents of 
some 19 different states and seven foreign countries. 
A map pinpointing student home towns would patch- 
work primarily the Eastern States; foreign born would 
be dotted in Canada, Chile. Dominican Republic, Eng- 
land, Ghana, Nigeria, and Puerto Rico. However, the 
most dramatic achievement in attaining a representa- 
tive student body has been in the enrollment of 29 
new Negro students. 

Director of Admissions Bruce Stewart sums up the 
efforts: "Guilford is actively seeking Negro students 
in the same way it seeks a distribution of students 
based on geography, religion, et cetera." 

Stewart rolled. back in his swivel chair and added. 
"Many schools have recruited Negroes to play foot- 
ball or be in the band. They've gone after the few who 
will be All-America or Phi Beta Kappa. Guilford has 
sought out good, steady kids." 

The entering Negro student, like his fellow white 
student, is cut from no particular pattern. He may be 
the son of a prominent surgeon or the daughter of 
a day laborer. Maybe, he or she has no idea of blood- 
lines at all. The one trait common to some two-thirds 
of them is "financial aid." At least eight are on aca- 
demic scholarships, four on athletic scholarships, and 
one is on a music scholarship. At least half are re- 
ceiving "significant" financial assistance based upon 
need. Several foundations, among them the Sternberg- 
er Foundation of Greensboro and the Freedmen's 
Association of Philadelphia, have endowed the college 
specifically for Negro scholarships. 

Why has Guilford College, after more than 131 
years, suddenly begun a concerted effort to attract 
Negro students? Bruce Stewart answers the question 
this way: "Number one and paramount, 'It's the right 
thing to do.' We're a Quaker college and Quakers tra- 
ditionally have had an interest in social justice, equal 
rights, and the dignity of all men." 

Without pondering a moment, Stewart relates a 
second reason, "The tragic assassination of King and 
the Kennedys, three men who championed the down- 
trodden and promoted education as the route to self- 
betterment." Thirdly, he mentions the domestic crisis, 
adding, "We must educate men so they can sit down 
and reason together." 

"Finally, Guilford hopes," says Stewart, "to provide 
a good education for all. A liberal education is a mis- 
nomer unless white students have contact with both 
foreign and Negro students and vice versa." 

Though 29 new Negro students will join some half 
dozen already attending classes at Guilford, the col- 
lege still remains approximately 96 per cent white, 
characteristically Southern, and largely conservative. 

The "emphasis is upon 'balance'. We are trying to 

bring in a number of students of varying economic, social, 

and ethnic backgrounds." — Hobbs 

Those generally in tune to the tenor of the campus air 
are unready to assess the affect of the increasing Negro 
enrollment. Dr. William Lanier, dean of students, 
states: "I know we have many students who will ac- 
cept Negro students; I know also we have students 
who will remain aloof." 

The sage dean, peering through black-rimmed glass- 
es, cautiously states, "I see no difference in having a 
half dozen or thirty Negroes, other than it gives them 
a better social life." Lanier cites one major factor for 
Negro college dropouts as the lack of social life for 
those attending predominantly white institutions. He 
points out most are not interested in interracial dating. 

Lanier, concerned with the Negro student's adjust- 
ment to Guilford, is arranging special counseling serv- 
ices for them. He believes, too, that "parent families" 
in the local Negro community can aid the student by 
offering a home-like retreat while being away from 
home. However, preferential treatment for this seg- 
ment of the student population ends here. "Room as- 
signments," says Lanier, "are being made at random." 
He qualifies his statement somewhat by adding that 
some upperclassmen have already been polled as to 
whether they would room with a student of a differ- 
ent race. 

The matter of room assignments and pupil-teacher 
relationship is of primary concern to the handful of 
Negro students already attending the college. Meri-Li 
Douglas, a junior sociology major from Greensboro, 
indicates: "Negroes are very sensitive to their treat- 
ment in the classroom." Discrimination on the campus, 
she describes, however, as being only "very subtle." 
Meri-Li, a dormitory veteran of one year, has experi- 
enced no particular problems with her white room- 

mates. Dormitory chit-chat, she says, often is about 
racial and cultural differences. "White students want 
to learn about Black people, but they sometimes ask 
questions that seem ridiculous to me. They are full 
of misconceptions." 

The arrival of more Negro students will be "per- 
sonally helpful," says Meri-Li, looking forward to an 
improved social life. She adds, "And it will be helpful 
to white students to have more Negroes." 

It is anticipated the quadrupling of Negro enroll- 
ment will have a real impact on student life and the 
campus. Already, Meri-Li and others are drafting pro- 
posals to be submitted to the faculty's curriculum 
committee for the inclusion of courses in Negro litera- 
ture and history. 

She has other plans, too. 

"Very definitely I would like to begin a Black stu- 
dent organization on campus," says the enterprising 
young coed. The role of such a group, she describes, 
would be to "incorporate Negro courses into the cur- 
riculum, perpetuate Black culture, and make white 
America aware of how much Negro culture they've 
absorbed." With her voice straining a bit, she jabs 
the air with a slender finger pointing "soul music," 
cornbread, and collard greens as all rooted in Black 
culture. In a last effort to get her point across, she 
queries, "How many people ever heard of Marcus 
Garvey? Why he's the Black Nationalist who actually 
started the Black revolution after World War I." 

Meri-Li Douglas is a Negro student who sees herself 
with a mission— promoting better understanding be- 
tween men. Forthrightly she assesses Guilford Col- 
lege's appeal to Black students: "It is as good a place 
to teach as it is to learn." 

a 'well-past forty' professor writes of life among the hippies 

By David Stafford 

I would like to tell you in very in- 
formal fashion about our several weeks 
in San Francisco and Berkeley; our 
casual chats or discussions with hippies, 
professors, housewives, parents, public 
health people, psychiatrists, etc.; and 
the insights from this amalgam of non- 
drug-induced consciousness. 

I would like to be able to do this 
because many of the people we saw and 
met were people of college age, and 
their problems and conditions revealed 


Dr. David Stafford, chairman of the 
sociology department, chose to live 
among San Francisco's hippies 
while engaging in post-doctoral 
studies at the University of Cali- 
fornia at Berkeley. This article about 
the hippie subculture is adapted 
from letters written by Dr. Staf- 
ford to his teenage children. 

in stark outline many of the issues and 
frustrations of our time and of our 
society. It is easy to obscure these in 
comfortable, middle-class academic cir- 
cles, tinged with humane and liberal 
values and the lingering warmth of re- 
ligious fires. Probably it is best to ob- 
scure them for the mediocre. However, 
I am sure it is not possible ultimately, 
and I would not wish to make the mis- 
take of trying to give a "guarded educa- 
tion" in a 20th-century T.V. and nu- 
clear-age world. 

A newspaper article written since our 
return reports that the hippie movement 
is dead, the "psychedelic shop" closing, 
and the hippies going home. I remark- 
ed "Good! They listened to us after all." 
But in my heart I knew I was wrong. 
The problems remain, whatever the par- 
ticular movement or vehicle of the 
moment, and I am sure the death no- 
tice is vastly premature, to say the least. 

I confess that our first reaction on 
viewing the mass of tragic, yet appeal- 
ing, young people on the edges of Berk- 
eley, in Haight-Ashbury, and on the 
corners of the Tenderloin in San Fran- 
cisco was: "Thank God. we don't have 
to rear our children here!" And I 

confess that some of that attitude still 
remains. I, however, would like our 
children and our readers to be vac- 
cinated, to gain immunity, to be pro- 
tected from the disease without illness. 
Perhaps that is what these next words 
are really all about. 

We lived, largely for reasons of 
economy and convenience, in a rather 
deteriorated apartment — one room, re- 
frigerator, and bath. Many of our 
neighbors — renting by the week — were 
pre-, present-, or just post- "hippy." 
Many of them were practicing the 
world's oldest profession rather obvious- 
ly. (My wife Maude pretended not to 
know of their activities and found them 
warm, friendly, likeable, or pitiable 
human beings.) This is probably the 
most difficult thing to convey about 
our feelings. We had come prepared to 
be detached, to look down upon, per- 
haps to resent these lazy, parasitic, dis- 
organized, and immoral people. We 
found ourselves instead interested, pity- 
ing, sympathetic, loving, and concerned 

The pathos — there is no other word, 
overused as it is — of these people was 
overwhelming. Most of the wierdh 
dressed — and hair-dressed — \oung- 

We had come prepared to be detached, to look down upon, 
perhaps to resent these lazy, parasitic, disorganized, and im- 
moral people. We found ourselves instead interested, pitying, 
sympathetic, loving, and concerned. 

sters on the corners, the cable-cars, and 
the busses were truly "gentle" people. 
They were so in the sense of being bas- 
ically kind, unaggressive, even polite, 
but not in the class-conscious meaning 
of the term. They, often having little 
else to do, were ready to talk, to joke 
with, to needle and even to listen to 
passing strangers. 

The dress of many was bizarre, re- 
minding one of the morning after a 
drunken orgy or a fancy-dress ball or 
the inhabitants of bedlam suddenly re- 
leased at noon. Others wore costumes 
that were truly esthetic, having style 
and verve that was somehow an authen- 
tic mark of the individual and a gen- 
uine reproach to the ugly and uncom- 
fortable clothes worn so often in a 
world of mass production. Far too 
many costumes, of course, were pre- 
tentious sham — outrageous and in- 
appropriate ornaments bought from the 
nearest flea-market: chains, feathers, 
balls, medallions, cocked-hats, broad 
belts, pointed boots, blankets with head- 
holes, and pseudo-Indian garb. Some of 
the dirtiest and most unesthetic had a 
sort of aesthetic of grotesquerie. Some 
were clever caricatures of the sham 
and pretensions of middle-class society; 
they wore elaborate collections of med- 
als and ribbons or ostrich-plumes sur- 
mounted by magificent or comical or 
grotesque beards and cockaded hats. 
Wrist-bands, arm-bands, cumberbunds, 
and unconventional hairdos — often 
calculated to emphasize superb features 
or wonderful feminine form or mas- 
culine muscular development were fre- 
quent. Every flamboyant style could be 
noted: ear-rings on males — usually 
large and more remniscent of audacity 
or piracy than of effeminacy — were 
often in evidence. Gender was not al- 
ways immediately apparent or deci- 
pherable, however. 

The mildness of the climate of the 
area, coupled with the fetish or the 
actuality of poverty, gave excuse for 
the briefest and simplest of costumes: 
shorts, T-shirts, and sandals or bare 
feet. The bare feet, or barely sandaled 

feet, were everywhere. Dirty feet were 
the only Concession that some made 
to the protest against middle-class 
American obsession with plumbing and 
cleanliness. Many of these young 
people were clear-eyed and obviously 
clean of body and hair and clothing — 
except for the dusty, unclad feet, and 
these were probably actually cleaner 
than those of the sweaty-socked and shod. 
The protest against the cleanliness neu- 
rosis was, unfortunately, frequently 
overdone in some groups and degener- 
ated into slovenliness — unattractive, 
unhygenic, and dangerous. The hepatitis 
outbreaks were not surprising. Indeed, 
one could only wonder why they were 
not more overtly accompanied by lice, 
scabies, and the marks of malnutrition. 

Perhaps equally disastrous according 
to public health officials, concerned 
medical personnel, and even the hippie 
newspapers — is the increased incidence 
of veneral disease. In their understand- 
able protest against the stultifying and 
repressive Puritanical morality, as in 
the protest against the plumbing psy- 
chosis, the door has sometimes been 
opened to tragic excesses and disas- 
trous consequences. Not all freedom is 
responsible liberty; for some, it de- 
generates quickly into license, exploita- 
tion, and promiscuity — ugly, middle- 
class words, but not inaccurate. Con- 
trary to Holden Caulfield and Playboy, 
not even all good physical sex is good 
for all concerned or without conse- 
quences, and the removal of almost all 
restrictions certainly leaves many of 
the youngsters vulnerable. The very 
young, especially, were open to exploita- 
tion and to sexual adventures that were 
nightmares, instead of exultant, crea- 
tive and tension-releasing relationships. 

Yet, not all. Some revelled in good 
sensuality, enjoying sex with the same 
uninhibited gusto with which they ap- 
proached food. But what of their part- 
ners? Again, wide variation. Perhaps 
our society will come and is coming to 
the place where we will allow young 
people much more freedom for experi- 
mentation in this very complex and dif- 

ficult area of adjustment and interre- 
lationship. But, as with cleanliness, 
there are limits. Some of the intense 
youngsters who have to learn the hard 
way are feeling out these limits and 
finding them. 

VD can be annoying, devastating if 
untreated, and capable of permanent 
warping and souring of human trust 
and relationships whether or not the 
carriers are fully aware of their burden. 
But, it is relatively simple and capable 
of technical prevention, treatment, and 

One parent has written: "I saw my 
son change from a straight-thinking boy 
to one who thought deviously. The 
change in thinking is one of the most 
frustrating and most harmful things 
that goes with drug use. Slovenliness is 
part of drug-induced behavior. They just 
do not have the energy or drive to exact 
the effort it takes to look acceptable. 
And another striking thing that goes 
with the use of drugs is the appeal of 
the outlandish and bizzare. Also, drugs 
seem to annihilate the capacity of long- 
range thinking or planning." 

A substantial proportion of the drug- 
users — and I'm afraid a goodly num- 
ber of others — do end in psychopathic 

wards. And, one has the feeling that 
a good many actually do belong there; 
they are closer to diagnosable paranoia 
or schizophrenia than to any brave 
new world or mystical insights, drug 
or non-drug induced. 

Many, many others do not fit with 
the psychotic or the drug addicts at 
all. Indeed. I must resort to a sort of 
formal categorization I meant to avoid 
here. It wrecks the informality; it is 
impressionistic and unscientific, inade- 
quately supported and sampled, but per- 
haps it communicates. 

There is not a single organization or 
philosophy of the anti-establishment, 
hippies, freebies, or what-not. This most 
radically individualistic of cults — both 
in its excesses and its insights — is, to 
me at least, reminiscent of the ferment 
of rebellion in 17th century-England, 
out of which developed the Seekers, 
the original Diggers, and the Quaker 
"Publishers of Truth". But you will 
recall many other sects and cults de- 
scribed as "disordered in their intellec- 
tuals" even by the Quakers, also came 
forth during this period. Thomas Car- 
lyle thought George Fox to be in " . . 
that most unhappy of all states — too 
disordered for normal society but not 
sufficiently disturbed for Bedlam!" 

In any case, we observed several 
different types and categories among 
these individualistic people, who, like 
most nonconformists, are sometimes 
depressing in the rigid triteness of their 

There were the "pseudo-hippies," es- 
timated to be the majority of the hippie 
population. These are youngsters who 
may be only weekend or "part-time" 
hippies, exploiting the trend and the 
"happening" for kicks, a lark, the tour- 
ist trade, or simply a "convention-like" 
letting off of steam and escape from 
usual workaday repression. I actually 
observed neat, well-dressed youngsters 
go into wig shops where (hey apparent- 
ly had lockers and reappear as out- 
landishly costumed and coiffured hip- 
pies. Some of them were members of 
musical groups successfully exploiting 
the teen-age market, but there were 
more. My observations did not lead me 

to believe that I was seeing only the 
members of these bands nor isolated 
plain-clothes policemen. 

A "sub-type" of pseudo-hippie, at 
least according to some of the young- 
sters, would be the "hanger-on." These 
are described as "mixed-up-kids" who 
have no cause, no art, no philosophy, 
no religious search, but who simply 
like the pose and the escape from 
boredom and responsibility. The artists, 
particularly, seemed to resent this type. 
One remarked: "They want to live like 
artists — Greenwich Village, et cetera 
— but there is no purpose to their 
poverty, no magnificent protest, no 
meaning to their renunciation of middle- 
class standards — just disorganization, 
stupidity, and squalor." 

A second major type, perhaps not en- 
tirely distinguishable or separable from 
the others, would be made of young- 
sters who wish, not that "God were 
dead" but that "Dad were dead" (or 
perhaps quite as often, that Mom were). 
These are legion. A tragic by-product 
of the publicity is the number of the 
very young — 14 and 15 year olds, 
girls as well as boys — whose rebellion 
now threatens to take or actually does 
take the form of "running away to 
Haight-Ashbury" or one of its numerous 
counterparts. Which of us, as adoles- 
cents or younger has not threatened to 
or actually run away (usually around 
the block and back at dark)? But it 
is sometimes a very long block and very 
dark indeed before one returns from 

A third general type may be char- 
acterized as "escapist," but here again, 
the varieties are legion and the over- 
lap great. The most notorious, of course, 
are the drug users. Some started the 
quest in genuine belief in the potential 
usefulness of a "conscious-expanding" 
experience — a kind of drug-induced 
mystical experience alleged to have 
some of the psychologically unifying 
and integrating results of the thing ex- 
perienced by George Fox or St. Paul. 
Perhaps the pseudo-religious and the 
alleged scientific motivations fade rap- 
idly, but we met few who made pre- 
tentious claims. They were far more 

likely to argue their "right" to pleasur- 
able sensory experience in much the 
way many justify alcohol. The variety 
of drugs used and the degree of addic- 
tion or incapacitation of the users was 
impressive. The alleged symbols sported 
by the different types changed frequent- 
ly, and one could not be sure. At one 
point a certain amulet with the peace 
symbol was supposed to indicate LSD 
users. The "flower children" — freely 
passing their blooms and sometimes 
marijuana with them — were occasion- 
ally conveyers of ideologies more than 
of drugs, and they may have used this 
as cover. Here were the "opt-outers," 
the critics — sour grapes or not — of 
the meritocracy, " the other-worldly," 
the artists of sorts, and the bored. 

A fourth type, sometimes masquerad- 
ing as or overlapping with others, would 
be the "protesters," the critics of the 
establishment and the social and politi- 
cal order from Vietnam to Wall Street. 
Some of these were alleged to be fol- 
lowers of the late C. Wright Mills and 
as vehemently opposed to Russian forms 
of industrialization and technocracy as 
to those of the West. It was even alleged 
that Mills was alive, on acid, in Haight- 
Ashbury, haranguing new-Castro and 
new-Maoist followers! Here also might 
be found the anarchists, the "brutal- 
truth existentialists," et cetera. 

Had one unlimited time, energy, and 
courage, getting to know and trying to 
understand these "seekers" of the pres- 
ent day could be a very satisfying and 
possibly a productive experience. Once 
they found a "past thirty" — even a 
"well-past forty" — listener who re- 
sponded with some interest and aware- 
ness, they seemed anxious to talk. Some 
pastors, some Quakers, some "Diggers," 
some volunteer doctors are doing very 
remarkable and rewarding things — per- 
haps helping to rechannel and reclaim 
some of the most gifted and talented 
youngsters in America. Out of these ex- 
periences, there may come some very 
profound insights, some very astute criti- 
cism, and some very meaningful literature 
and art in the future. The casualty rate, 
however, is great and the price is often 
very high. 




; - -^* v '- 


Seven Athletes Sign With Pros 

TOM GRAYSON, Detroit, Am. League 


Football Outlook 

The 1968 edition of the Guilford College Quakers, 
under new head Coach Bob Lord, will definitely face 
a tremendous rebuilding year. 

Nine seniors who led the Quakers to their most suc- 
cessful four years in the college's history have depart- 
ed, leaving the ranks of experienced players thin. The 
departees are led by All Amercia Henry McKay, a 
record breaking flanker back and punt returnee that 
shattered many offensive records in the Carolinas Con- 
ference. McKay's battery mate, quarterback Bill Bur- 
chette, a four year starter, will be sorely missed. In 
addition, All Conference and All District Dean John- 
son and end Allen Brown, strong forces on the line, 
have also graduated. 

All is not gloom on the Quaker campus, however, 
as a small band of fine athletes return to bolster Coach 
Lord's hopes for a successful season. Lord, a former 
Wake Forest University assistant, is optimistic about 
linemen Dennis Carroll, Paul Barczy, John Griffin, 
Gil Lindsey, Dave Mabry, and Gary Throckmorton. 
Centers Pat Withers, Dick Arculin and Jerry Borzello 
look strong, although the tackle spot is critical. Depth 
is needed desperately as the ranks are thin. 

Lord smiles when names like Buddy Smith, a strong 
All America candidate, is mentioned along with run- 
ning backs Dan Wheeling, Colon Carter, and Larry 
Funkhouser. Mike Hunt and Bob Miller are also 
bright backfield hopes. 

The big question mark exists at quarterback where 
senior, Mike Bocuzzi; junior, Ray Tavalaro; and soph- 
omore, Johnny Blanks are expected to wage a hot 
battle for the starting spot. 

Coach Bob Lord calls the season "a challenging one 
in view of the toughest schedule in recent years, the 
lack of depth, a new system and inexperience at quar- 
terback." Lord adds, however, "we are cautiously op- 
timistic, and if the young players come through as ex- 
pected, it could be an exciting season." 

Shore Named to Hall of Fame 

Ernie Shore, a former major league pitching star, 
has been elected to the National Association of Inter- 
collegiate Athletics (NAIA) Baseball Hall of Fame. 

Shore was honored at the NAIA Hall of Fame ban- 
quet June 2 in St. Joseph, Mo., where the 12th Annual 
NAIA National Baseball Tournament was being held. 

Ernie Shore graduated from Guilford College in 
1914. However, he has the distinction of beginning his 
major league career in 1912 while still in college. 

It was in the summer of 1912 that he reported di- 
rectly to the New York Giants for a one-game appear- 
ance. In his eight-year major league pitching career he 
had a lifetime record of 65-41. 

After pitching for the Baltimore Orioles he was 
signed — along with another Baltimore rookie, Babe 
Ruth— by the Boston Red Sox. Shore and Ruth helped 
the Red Sox to win the pennant and a World Series 

Shore's best year with the Red Sox was in 1915 
when he posted a 19-7 mark. In 1918 he was traded to 
the New York Yankees where he pitched with Ruth 
again for two years. In 1920 Shore developed shoulder 
trouble and after a brief stay with the San Francisco 
Seals he retired from baseball. 

For the past 37 years Shore has been sheriff of 
Forsyth County. 


Sept. 21 Washington & Lee Away 

28 Elon Home 

Oct. 5 Western Carolina Away 

12 Samford Home 

19 Lenoir Rhyne Away 

*26 Presbyterian Home 

Nov. 2 Newberry Away 

9 Emory & Henry Away 

16 Catawba Home 

23 Appalachian Away 

* Homecoming 


Oct. 1 Belmont Abbey Away 

4 Campbell Away 

11 Erskine Home 

15 Wesleyan Home 

17 N. C. State U Home 

19 Pembroke Away 

23 Appalachian Home 

26 St. Andrews Away 

29 Methodist Home 

Nov. 2 Wilmington Home 

5 Pfeiffer Away 



Lectures, concerts 

plays and films 



Arts Series 

A classical guitarist, a civil rights leader, a 
dance troupe, a news analyst, and pantomimists 
highlight Guilford's first Arts Series. 

The inaugurating season, featuring more than 
a dozen programs by timely speakers and out- 
standing musicians, dancers, and actors, is 
being sponsored by Guilford College and the 
college's Student Union. 

The opening program of the series on 
September 30 is a performance by Karl F. 
Herreshoff, classical guitarist and baroque lutenist. 
The California born musician has accompanied 
the Chad Mitchell Trio and performed in the 
Broadway musical, "Man of La Mancha." His 
film credits include his award winning musical 
score for the movie, "Year of the Rat." 

Three days later, October 3, a Vietnam War 
correspondent, Craig Spence, will discuss and 
evaluate with first hand knowledge the war in 
Southeast Asia. Spence, a roving reporter for 
the Mutual Broadcasting System, has just 
returned from his yearly fact-finding tour of 
South Vietnam where he talked with officials, 
flew on missions, and accompanied troops 
into combat. 

Dr. Albert Hibbs, space scientist, will speak 
October 24 on this country's current space 
program. For the past four years he has hosted 
the National Broadcasting Company's award- 
winning educational program, "Exploring." 
However, as senior scientist of NASA's Jet 
Propulsion Laboratory, Dr. Hibbs continues his 
work in space technology. 



On November 7, an analysis of 1968 election 
results will be given by NBC News' Washington 
correspondent, Sander Vanocur. Teamed with 
"Huntley-Brinkley" during NBC's election night 
coverage, Vancour will make his first post- 
election analysis on the Guilford campus. 

Internationally-known novelist, reporter, and 
humanitarian, John Howard Griffin, will lecture 
on race relations December 5. Griffin, a white 
Texan, learned what it is to live like a Negro. 
His book Black Like Me and his lectures tell 
the story. 

"Beyond Words" will be the February 4 
presentation of The National Pantomine Theatre. 
The performers, blending new world heritage 
with the old world flavor of the ancient mime, 
will present an enchanting and exciting experience 
in silent "action." 

James Farmer, noted civil rights leader and 
former head of the Congress of Racial Equality 
(CORE), will speak March 6. 

A dance troupe headed by Frances Alenikoff 
will perform theatre dances and music based on 
international and historic traditions and dance 
styles. Miss Alenikoff, soloist dancer, has 
choreographed numerous Broadway and television 
shows. Her local appearance is scheduled 
for March 1 1 . 

The Arts Series season ticket will also include 
admission to three campus performances by the 
North Carolina School of the Performing Arts, 
two Guilford College theatrical productions, 
plus a series of classical and avant-garde films. 
The dates for the latter events are to be 
announced prior to the ticket sales campaign. 

Only a limited number of tickets for the 
entire series, however, are available to alumni 
and friends of the college. The co-ordinator of 
the series, Clifford Lowery, encourages Greens- 
boro area residents to order their season 
tickets early during the Guilford College Arts 
Series Campaign. The tickets, to go on sale 
mid-September, will cost $10.00. All lectures 
and performances will be held in Dana 
Auditorium at 8:15 p.m. 

Alumni and friends interested in purchasing 
tickets may write to: Guilford College Union, 
Guilford College, Greensboro, N. C. 







l f 121 



Income for Education 

Endowment 6c 

Expenditures for Education 


Instruction 45c 


Guilford College is indeed indebted to its alumni and 
friends for the continual interest shown the institution 
during its 131 years of educational growth. Guilford, 
like most other colleges and universities, must continue 
to grow in quality in order to meet current expecta- 
tions. The college also must meet many internal de- 
mands annually, such as faculty salaries, equipment 
for classrooms and laboratories, books and periodicals 
for the library, administrative services, and even utili- 
ties and maintenance. 

Guilford College is now better able to meet many of 
these needs through its annual giving program, the Loy- 
alty Fund. Endorsed in 1966 by the Alumni Associa- 
tion, the Loyalty Fund is a source of unrestricted and 
currently expendable funds used to maintain Guilford's 
high standards of educational service. 

During the first Loyalty Fund year, 1966-67, a goal 
of $25,000 was established by the Alumni Association. 
Everyone was proud to learn in September 1967 that a 
total of $30,168.85 had been received by the college 
from 939 donors. Your Alumni Association Board of 
Directors is pleased to announce that the 1967-68 
Loyalty Fund goal of $40,000 was met by all constitu- 
ents of the College. A total of $52,044.38 was re- 
ceived by Guilford College from 1,121 donors. 


While numbers and dollars are extremely important 
to the educational programs at Guilford College, these 
figures tell only a part of the Loyalty Fund's success 
story. This year, as last year, a number of dedicated 
alumni and friends contributed countless hours of their 

2nd ANNUAL LOYALTY FUND . . . continued 

personal time in devoted work. The success of the 1967- 
68 Loyalty Fund is due to the willingness and eager- 
ness of many alumni, parents, and friends in meeting 
the $40,000 goal. 

A total of 64 Class Agents, 8 Area Chairmen, and 80 
Area Workers responded to the challenge. It is impos- 
sible to list the names of all these volunteers in this 
report; you will, however, find many of their names in 
the following pages. Guilford College and its Alumni 
Association are very appreciative of the assistance 
given by the following individuals: the 1967-68 Loyal- 
ty Fund Chairman, Jack 'Edward Tilley '49 of Greens- 
boro, N. C; the Chairman of the Parents of Students 
Annual Giving Program, John Herbert Drew of Wins- 
ton-Salem, N. C; the Chairman of the Faculty - Staff 
Annual Giving Program, Dr. Lewis A. Aiken, Jr. of 
Guilford College; Charles A. Dukes, Assistant Vice 
President Emeritus, Duke University, Durham, N. C. 
and the many colleges and universities of North Caro- 
lina and out-of-state who gave their assistance in so 
many ways. 


July 31, 1968 

Dear Fellow Guilfordians and Friends, 

As Chairman of the 1967-68 Loyalty Fund, I wish 
to extend to you my deepest appreciation and admira- 
tion for the support you have given to Guilford College 
this past year. Though the alumni participation reached 
only 14.6% and the overall participation, 14.3%, I 
am encouraged; these figures, in just two short years, 
are approaching a favorable comparison with those of 
other coeducational colleges in America. 

As President of the 1968-69 Alumni Association, I 
encourage you to continue to give Guilford College your 
undivided support. Robert Newton '58 is the 1968-69 
Loyalty Fund Chairman and President-Elect of the 
Alumni Association. Bob and I believe in Guilford Col- 
lege as do many other alumni and friends. Guilford 
helped each of us in some way. Therefore, I challenge 
each of you to help Guilford College now. Your sup- 
port is needed. 

Jack E. Tilley '49 

1967-68 Loyalty Fund Chairman 

Percent of 






$1,000 or more 





$500 - 999 





$250 - 499 





$100 • 249 





$50 ■ 99 





$25 - 49 





Under $25 












Non-alumni Parents 
Faculty • Staff 
Non-alumni Individuals 
Foundations, Churches 


$20,240.68 (732) 

$2,227.50 (107) 

$1,141.50 ( 58) 

$994.67 ( 25) 


$31,533.50 (914) 
$5,201.00 (119) 
$2,745.21 ( 66) 
$3,240.00 ( 22) 

$5,630.00 ( 17) $12,815.13 ( 34) 

Total Amount Received $30,168.85 


Total Donors 



Total Average Gift 



Alumni Average Gift 



Alumni Percentage 




Overall Percentage 






Yr. Gp. 67 



Average Gift 



1926 $3,215.00 



1964 31 



50 Yr. Gp. $2,920.00 



1965 31 



1949 $2,005.00 


$ 66.83 

1949 30 



1937 $1,623.00 


$ 65.28 

1963 27 



1933 $ 855.00 


$ 60.83 




Donors % Amount Gift 



Amount Gift 


James Fuller Yates 






Sara Richardson Haworth 



James Warren Mitchell 






Ralph J. Yow 






Anna Henley Coble 






Loula Blanche Farlow 






J. Hugh White 






Alta Rush Andrews 






Samuel P. Harris 






John 0. Reynolds 






Mildred Townsend Casey 






Raymond and Julia Ebert 






Ethel Richardson Cheek 






A. Scott Parker, Jr. 






S. Otis Short 






Ernest M. Scarboro 






Rose Pipkin Ginn 






Melvin H. Lynn 






John Hugh Williams 






George C. Parker 






Annie Laurie Hill 






Herbert T. Ragan 






Allen R. Seifert 






Tom Ashcraft 






James R. Hendricks 






Hazel Monsees Macon 






Dorothy Teague Pollet 






Robert C. Rohr 






Carolyn Prout Davis 






James Lehr 






Sue Shelton Runkle 






Paul Jernigan 






Ethel Gearren Gold 






Sol B. Kennedy, Jr. 






Douglas P. Dettor 






Hayes 0. Ratledge 






S. Clement Swisher 






William Madara 






John M. Pipkin 






Robbie Patterson 






Edwin P. Brown, Jr. 
Ketchel Adams 






Royce N. Angel 
Gus A. Ballus 
William B. Wallace 
Kurt Connor 
Robert Edwards 
Dave Hardin 
Douglas Kerr 
Thomas L. 0'Briant 

13 10.2 495.00 38.07 

17 11.0 379.50 22.32 

19 9.0 207.50 10.92 

15 7.9 532.50 35.50 

1961 Lillian Burrow 0'Briant 
Frank R. Pfau 


10.8 383.00 


1962 Sara Phillips Cardwell 
Jane Coltrane Norwood 

1963 Howard M. Braxton, Jr. 
Brenda Ferguson Stephens 

1964 Patrick Larracey 
Linda Palmer Maerz 

21 11.7 382.00 18.19 
27 12.3 492.50 18.24 
31 12.6 577.50 18.62 

1965 Samuel R. Scott 
Ralph A. Stephenson, Jr. 

1966 Thomas W. Taylor 
George Lloyd Eastlack 

1967 Roberta Gail Floyd 
David Stanfield 

31 10.7 761.50 24.56 
26 7.3 312.50 12.01 

17 5.9 315.00 18.52 


The second Loyalty Fund year marked the begin- 
ning of the first Area Campaigns which proved to be 
the key to this year's success. It was the belief of the 
Alumni Board of Directors and the Loyalty Fund Pro- 
gram Chairman that a fellow alumnus can often present 
the Loyalty Fund's message more adequately to his fel- 
low alumni by personal contacts. Guilford College and 
the Alumni Association Board of Directors extend their 
appreciation to the eight Area Campaign Chairmen and 
their eighty Area Campaign Workers who took time 
from their busy schedules to talk to fellow alumni about 
Guilford College. 


Atlanta, Ga. 
Burlington, N. C. 
High Point, N. C. 

New York City, N. Y. 
Winston-Salem, N. C. 

Chairman Donors Amount 

Lawrence Vickers '66 6 $ 220.00 

Bob McKee, III '61 26 $1,458.00 

Howard Haworth '57 61 $7,545.00 
Frank Smith, Jr. '61 

Joe Leak '51 15 $2,488.00 

Abner Alexander '52 $1,520.00 

Dan Jennings '62 70 
Ken Wilson '66 


Some 1,121 trustees, faculty, statf, alumni, parents, business and 
industrial firms, foundations, church groups, and friends made un- 
restricted financial investments in Guilford College during the seven- 
month campaign. To each donor the College extends its grateful ap- 
preciation and expresses the hope that it will continue to merit such 
confidence and support. 


Class Agents: James Fuller Yates 
Sara Richardson Haworth 

Wade Barber '14 

Mabel Edgerton Barden '15 

Marguerite Blanchard Bazemore '16 

Joseph H. Brendall '17 

Estelle Korner Bouldin '14 

Bertha Peele Brown '06 

Dudley D. Carroll '07 

Gertrude Wilson Coffin '06 

Emin F. Cox '17 

Mary Riddick Cox '04 

J. H. Cutchin '10 

Clara L. Davis '13 

Laura E. Davis '16 

Pari S. Davis '11 

Blanche Dixon '15 

Julia Ballinger Dwiggins '16 

Alma T. Edwards '07 

Lucy Gertrude Farlow '11 

Ada M. Field '98 

Thomas D. Fox '09 

Gordon Gainey '04 

Louetta Knight Gilbert '15 

Ruth Coble Gilmore '17 

Sara Richardson Haworth '17 

Clarice Newlin Hepler 15-16 

Herbert Howard '11 

Hope Hubbard '16 

Bernard T. Hurley '10 

Stacie Williard Johnson '17 

Oliver H. Knight '10 

B. J. Lindley '17 

Carolyn Yates Lindley '16 

Charles C. Loughlin '06 

Edgard H. McBane '14 

Pearle Younts McBane 14 

Amanda Richardson Mattocks '09 

Elsie White Mendenhall '08 

Fred H. Morris '16 

Cleta Patterson Murray '15 

Maude Culler Murray '15 

Estelle Neece '11 

Paul S. Nunn '14 

James Peele Parker '93 

Matthew W. Perry '14 

S. H. Price, Sr. '04 

Thomas A. Price '17 

Luna Cox Ray '17 

Katherine C. Ricks '04 

Herbert S. Sawyer '12 

Kate Langston Schoonover '07 
Mary Shamburger '17 
Blanche Futrell Short '14 
Elvira Grace Lowe Smith '98 
Henry W. Smith '12 
Charles C. Smithdeal '11 
Gertrude H. Spray '10 
Lyndon E. Stuart '17 
Hugh G. Swan '17 
Pearl Lindley Sykes '01 
Gertrude Barbee Taylor '06 
Hazel Armstrong Valentine '17 
A. Earl Weatherly '16 
Lyman B. Whitaker '11 
Mary Ricks White '10 
Margaret Davis Winslow '09 
James F. Yates '16 
Alpheus F. Zachary '12 

CLASS OF 1918 

Class Agent: James Warren Mitchell 

J. Beatrice Crouch 

Ira G. Hinshaw 

Totten Moton Honeycutt 

David H. Jackson 

Kathryne White Leake 

J. Warren Mitchell 

C. Gurney Robertson 

A. Jones Smith 

Raymond A. Smith 

Marie Clegg Smith 

Samuel C. Smith 

Chester M. Sutton 

Addie Morris Williams 

CLASS OF 1919 

Class Agent: Ralph J. Yow 
Hattie McConnell Bradford 
Paul V. Fitzgerald 
Robert H. Frazier 
Gertrude Hobbs Korner 
Clarence M. Macon 
J. Earl Williams 
Ralph J. Yow 

CLASS OF 1920 

Class Agent: Anna Henly Coble 

Mary Coble Barnes 

Leslie H. Barrett 

Luby R. Casey 

Anna Henly Coble 

Vera Stone Mendenhall 

Alma Chilton Moore 

Hugh W. Moore 
Vanner Neece 

CLASS OF 1921 

Class Agent: Loula Blanche Farlow 

Florence Martin Casey 

Myrtle R. Cox 

Loula Blanche Farlow 

Clara B. Farlow 

Elma McVey Huffman 

Algie I. Newlin 

Estate of Herman C. Raiford 

Rawleigh L. Tremain 

Marjorie Williams 

CLASS OF 1922 

Class Agent: J. Hugh White 
Florence T. Cox 
Marianna White Johnson 
Ruth Outland Maris 
William Lee Rudd 
Ethel Lindley Self 
Edna Raiford Tremain 
J. Hugh White 
Eura Teague Whitley 
Phil W. Winchester 
Beulah Jessup Windle 

CLASS OF 1923 

Class Agent: Alta Rush Andrews 

Alta Rush Andrews 
Vera Farlow Barker 
Helen Bostick 
William Thomas Cox 
Josephine Mock Crews 
Ruth Reynolds Hockett 
Lois M. Rabey 
Alma Taylor Robertson 
Clementine Raiford Strowd 
William Dabney White 

CLASS OF 1924 

Class Agent: Samuel P. Harris 

Edgar Allred 

W. W. Blair 

Zelma L. Farlow 

Sam P. Harris 

Alfred C. Lindley 

Thad H. Mackie 

Hershal L Macon 

Hazel Richardson Murrow 

Gertrude Bundy Schiebout 

Marvin H. Shore 

CLASS OF 1925 

Class Agent: John O. Reynolds 

B. Russell Branson 
Bessie Phipps Branson 
Jesse F. Casey 
Katie Lambeth Cotton 
Ethel Watkins Crutchfield 
Frank L. Crutchfield 
Marguerite Stuart Dunham 
Wilma Griffin 
lone Lowe 
John O. Reynolds 
Margaret Levering Stubbs 
Annabel Thompson 
Ghita Turtle 
Ruth Levering White 
V. R. White 

CLASS OF 1926 

Class Agent: Mildred Townsend Casey 

Beulah 0. Allen 

David W. Allen 

Alice Thompson Allred 

Edwin P. Brown 

Mildred Townsend Casey 

Lila Stevens Fagan 

Geneva Highfill 

Jewell Edwards McMillan 

Lolah Cox Macon 

Ina Mixon 

Margaret Townsend Moore 

Sa Hie Pearson Moore 

Cordia Thompson Murdoch 

Viola E. Turtle 

Ruth McCollum Wilson 

CLASS OF 1927 

Class Agent: Raymond & Julia Ebert 

Ailene Beeson 

Isabel Cox Cude 

William T. Doub 

Julia Wolf Ebert 

Raymond E. Ebert 

Maie Holladay Hurlburt 

E. B. Parks, Jr. 

Lola Beeson Short 

Gertrude Adkins Taylor 

James E. Thigpen 

R. G. Thomas 

Thomas A. Watson 

Mary Frances Turner White 

Sidney A. Winslow 

CLASS OF 1928 

Class Agent: Ethel Richardson Cheek 

Lois Atkinson Antonakos 

Ethel Richardson Cheek 

Christina Robertson Christian 

Joseph J. Cox 

Sudie D. Cox 

Byron Haworth 

Floyd C. Pate 

Katherine Moore Price 

J. Paul Reynolds 

Howard V. Trivette 

Annie E. Wagoner 

Ruth Horney Watson 

CLASS OF 1929 

Class Agent: A. Scott Parker, Jr. 
M. Scott Benton 
Claudia Neal Brame 
Bernice Henly Brown 
Walter J. Brown, Jr. 
Charles Samuel Coble 
Virginia Ragsdale Cox 
Frazier McLean Edwards 
Frances Osborne Gust 
Leah Hammond 
Myray Gamble Hodgin 
Marie Barnes Hooper 
William A. Hunt 
Josephine Paul Irvin 
Reginald S. Marshall 
Kathryn Owen Mays 
Lillie O'Quinn Morgan 
Samuel B. Nuzie 
Elizabeth Levering Ott 

A. Scott Parker, Jr. 
Wilmer L. Steele 
W. J. Strickland 
William A. Tomlinson 

CLASS OF 1930 

Class Agent: S. Otis Short 

Eunice Lindley Beason 
Lucy Finch Cheek 
Catherine Cox Chew 
Mary Ellen Lassiter 
Leslie M. Murphy 

B. Barclay Newlin 
Wilbur A. Sherrill 
S. Otis Short 
Currie B. Spivey 

Rembert W. Patrick (deceased) 
Robert Van der Voort 
Herman R. White 

CLASS OF 1931 

Class Agent: Ernest M. Scarboro 

George C. Allen 

J. Granville Alley 

Bunyan H. Andrew 

Marshall H. Barney 

Blanche Stafford Blackwelder 

Howard L. Cannon 

Tom J. Cheek 

Joseph S. Cude 

Martha Armfield Gates 

Isabella Jinnette 

Ollie McBane 

Elbert D. Newlin 

Weldon E. Reece 

Ernest M. Scarboro 

Allen H. Stafford 
Mary Reynolds Starbuck 
Esther Hollowell Stribling 
Esther Lindley Wellons 

CLASS OF 1932 

Class Agent: Rose Pipkin Ginn 

Elizabeth McVey Bailey 
Grace Hassell Beamon 
William L. Beamon 
Edward P. Blair 
Wilbert L. Braxton 
Lottie Stafford Burt 
Lois Burton Chadwick 
Jean D. Cochran 
Rose Pipkin Ginn 
Margaret Reich Hunt 
Elizabeth G. Parker 
Eleanor Bangs Patrick 
Dayton G. Newlin 
Pearle Kimrey Newlin 
Rachel Beasley Rooke 
Josephine Kimrey Scott 
Edith Trivette 
Blanche Silver Tucker 
Allen J. White 
Robert W. Wildman 

CLASS OF 1933 

Class Agent: Melvin H. Lynn 

Aliene Thompson Alley 
Jewell Conrad Edgerton 
Junius K. Farlow 
Eleanor Blair Floyd 
Mary Edith Camp Gardner 
George P. Greene 
A. William Hire 
Robert B. Jamieson 
Melvin H. Lynn 
Elizabeth Newlin Newlin 
Harvey R. Newlin 
David H. Parson, Jr. 
Sara Davis Phillips 
Harlan B. Stout 
Helen Johnson Strader 
Ethel Swain Teague 
Harry A. Wellons 
William Waldo Woody 

CLASS OF 1934 

Class Agent: John Hugh Williams 

Emma Buckner Allen 

Warren B. Bezanson 

H. Marshall Budd 

Carson Cox 

William B. Edgerton 

Nelson H. Jones 

W. Talmage Lewis 

Elizabeth Alexander MacKenzie 

George A. Silver 

Rose Askew Stevens 

John Hugh Williams 

CLASS OF 1935 

Class Agent: George C. Parker 

Philip I. Bouton 

Harry G. Brown 

Howard L. Cannon 

Vilena McGee Chilton 

Walter P. Copeland 

Jesse L. Finch 

Mary Edith Woody Hinshaw 

Charles A. MacKenzie 
Willie Lou McGee 
George C. Parker 
Theodore Pollock 
Felsie Riddle 
H. Fred Rudisill 
Orpha Newlin Seifert 
Edward Shaen 
W. A. Weston 
Rose McGinnis Wilkerson 
Joseph F. Woodard 

CLASS OF 1936 

Class Agent: Annie Laurie Hill 

Robert C. Anderson 

Cecil Budd 

William D. Coble 

Gertrude Cochran Coltrane 

Philip L Green 

Annie Laurie Vannoy Hill 

E. Daryl Kent 

Edgar P. H. Meibohm 
William M. Pittendreigh 
William P. Price 
Alice Conrad Williams 

CLASS OF 1937 

Class Agent: Herbert T. Ragan 

Richard H. Archer 

Edward P. Benbow 

Jane Clegg Bradley 

Bernard Cantrell 

William T. Capella 

Clell B. Clodfelter 

Ruth Newlin Coble 

Vernon E. Coltrane 

Joe V. Davis, Jr. 

Nan Nichols Davis 

Dorothy Gardyne Dimmock 

Benjamin F. Fortune 

Milo V. Gibbons 

Clarence H. Hill 

Allan Ray Hollis 

Betsy Bulla King 

James W. Lovings 

Dorothy Ragsdale McMichael 

F. Thomas Miller, Jr. 
Elizabeth Gilliam Parker 
Herbert T. Ragan 
Clara Robertson Ralston 
Wilda Stack Robbs 

C. R. Surratt 

C. LaVerne Wellons 

CLASS OF 1938 

Class Agent: Allen R. Seifert 

Norman B. Boyles 

Beatrice Rohr Draudt 

Burton Hill 

Hazel Adams Kornegay 

Charles M. Mendenhall 

Floyd E. Rees 

Robert L. Roche 

Kathryn Overman Scott 

Rodman E. Scott 

Allen R. Seifert 

Ralph R. Spillman 

Burl R. Vestal 

Giles W. Vick, Jr. 

Charlotte Parker Weiner 

CLASS OF 1939 

Class Agent: Tom Ashcraft 

Priscilla Blouch Alexander 
Thomas L. Ashcraft 
Catharine Beittel Boyles 
Paul B. Chambers, Jr. 
Mary Alice Cronister Fye 
W. T. Gilliam 
Charles W. Hines, Jr. 
Miriam Gwenn MacAllister 
Howard F. Maness 
Alvin W. Meibohm 
J. Floyd Moore 
Mildred Coble O'Connell 
Cora Worth Parsons 
Eunice Holloman Perian 
John Perian 
Lucretia Hill Sills 
William F. Van Hoy, Jr. 
Emily Cleaver Williams 
H. Stokes Zimmerman 

CLASS OF 1940 

Class Agent: James R. Hendricks 

Malcolm U. Alexander 

James E. Case 

W. Ralph Deaton, Jr. 

J. Wilbert Edgerton 

Marianna Dow Edgerton 

Mary Ellen Gibbs 

Charles C. Hendricks 

James R. Hendricks 

Jonaleen Hodgin Jacobson 

Seth C. Macon 

Wilson W. Mitchell 

Irene Andrews Newlin 

Howard A. Petrea 

Melissa Powell Powell 

R. Hampton Price 

Annie Powell Ryan 

Americus H. Woodward 

Mary Gray Coltrane Zimmerman 

CLASS OF 1941 

Class Agent: Hazel Monsees Macon 

Mary Margaret Binford Bailey 

Grace Beittel Barrickman 

William C. Bennett 

Edna Earle Edgerton Brinson 

Jennie Stout Case 

Virginia Hill Cornwell 

Winabel Gibbs Dixon 

John William Grice 

J. Isaac Harris 

Brayton M. Heath 

Dolly White Kelly 

Julia Fussier Lunsford 

Hazel Monsees Macon 

Margaret Morton March 

Theodore M. Mills 

Harrison Nace 

Christine Wheeler Peters 

Patricia Hopkins Robins 

Robert J. Smith 

Elizabeth Robertson Stamper 

Margaret E. Stancil 

CLASS OF 1942 

Class Agent: Dorothy Teague Pollet 

Elois Mitchell Chatham 
Howard H. Edgerton 

Phyllis Meadows Hojem 
Margaret Jones Kelso 
Charles W. Lewis, Jr. 
Colin P. Osborne 
Elfried F. H. Pennekamp 
Dorothy Teague Pollet 
Stokes S. Rawlins, Jr. 
Haul M. Reddick 

CLASS OF 1943 

Class Agent: Robert C. Rohr 

George W. Bunce 
Virigina Pope Campbell 
Paul B. Cobb 
Margaret Smith Dolan 
Virgil H. Jordan 
Grace E. McMurray 
Ruth Weisgerber Maynard 
Stuart Maynard 
Marguerite Osborne Morgan 
Shirley Cummings Moyer 
Ruth Lockwood Peaser 
Thomas W. Phillips, Jr. 
Mary E. Pitts 
Elizabeth Warnke Reddick 
Robert C. Rohr 
Claus Victorius 
Rosemary Nunn Whatley 

CLASS OF 1944 

Class Agent: Carolyn Prout Davis 

Henry L. Ausband 

Ruth Bab 

Gerda Ungar Blau 

Shirley Ware Brunkhardt 

Irene Stephens Burton (deceased) 

W. R. Crowder 

Carolyn Prout Davis 

Frances Fox Kepchar 

Mary Winter Murphy 

Robert F. Neese 

Charlotte Speare Pearson 

Otto C. Schenk 

Hazel Key Schoonmaker 

Elizabeth Bailey Scott 

Olive Allen Simmons 

Nancy Sharp Smith 

A. Raymond Tannenbaum 

CLASS OF 1945 

Class Agent: James Lehr 
Nancy Nunn Beauchamp 
Virginia Chapin Freeman 
Mary Ellen Jordan Harris 
Dorothy Peele Kramme 
James C. Lehr 
Louise White Newman 
Hazel Bradshaw Railey 
Bernard F. Weissman 
Ann Edgerton Whitley 

CLASS OF 1946 

Class Agent: Sue Shelton Runkle 

Mae Raiford Brown 

Malcolm P. Crooks 

Gaither C. Frye 

Doris Coble Kimmel 

Alice Ekeroth Rohr 

Sue Shelton Runkle 

Richard L. Schafer 

Norman Shaen 

Christine Stanfield Slocum 

Fukiko Takano 
Donald R. Werntz 
Daniel T. Young 

CLASS OF 1947 

Class Agent: Paul Jernigan 
Beatrice Carmien Collins 
Mary Frances Chilton Gamble 
John Haworth 
Grimsley T. Hobbs 
H. Paul Jernigan 
Elizabeth Hare Lasley 
Joseph W. Lasley 
Roxie Roberson Leonard 
Juanita Young Ordahl 
Betty Gale Edwards Sikes 

CLASS OF 1948 

Class Agent: Ethel Gearren Gold 

John Arzonico 

Rachel Thomas Benfey 

David H. Brown 

Jeanne Van Leer Campbell 

George L. Clodfelter 

Ethel Gearren Gold 

Lois Ann Hunkele Hobbs 

Wesley M. Inman 

Irie Leonard 

Harold H. Orvis 

Raymond A. Price 

Betty Jean Thompson Pollock 

Henry Pollock 

Jean Presnell Ralls 

Benjamin G. Runkle 

Ina Rollins Sims 

Anne Edwards Steinberg 

Betty Ray Tatum 

CLASS OF 1949 

Class Agent: Sol B. Kennedy, Jr. 

Charles F. Carroll, Jr. 
W. Howard Coble 
Edward R. Dudlik 
Wendell H. Edgerton, Jr. 
Carol 0. Erickson 
Joan Felger Hanson 
John J. Hanzel 
Nancy Reece Holt 
Anne Cude Holzbaur 
Jacqueline Ijames Inman 
Sol B. Kennedy, Jr. 
June Lewis Leak 
Cassie Lou Williams Mackie 
Elizabeth Nunn Moon 
Betty Lou Ballinger O'Briant 
Thomas G. O'Briant 
James P. Patton, Jr. 
Carter I. Pike 
Mary Ellen Branson Pike 
Marion L. Ralls 
Floyd A. Reynolds 
Thelma Jean Morse Smith 
Jeanne Kelly Swift 
William C. Talley 
Hamilton B. Tatum 
Eldora Haworth Terrell 
T. Eugene Terrell 
Jack E. Tilley 
Ruth Lindley Weston 
Bettina Hutson Wolff 

CLASS OF 1950 

Class Agent: Douglas P. Dettor 

Edward H. Alexander 

Chizu Alice Watanabe Ase 

James T. Benjamin, Jr. 

Malcolm 0. Campbell 

Douglas P. Dettor 

E. Gerald Duckor 

Clifford L. Goodman, Jr. 

Richard 0. Hanson 

Stacy H. Hockett, Jr. 

Thomas F. Holt 

Howard C. Jarrell 

Joseph T. Keiger 

Numa E. Knight, Jr. 

James G. Mackie 

Mary Jane Sweeten Portewig 

John P. Price 

Terry P. Ragland 

James H. Ray 

Eleanor Corneilson Rice 

John Charles Rush 

Ann Raiford Sheriff 

Ben J. Weston 

A. Don Wolff 

Winslow Womack 

CLASS OF 1951 

Class Agent: Hayes 0. Ratledge 

Hardy Carroll 
Gayle 0. Craddock 
Audrey Smith Duncan 
Margery Anderson Edgerton 
Robert Ertl 
Thomas W. Evaul, Jr. 
Willis Fussell 
Joseph P. Gamble 
Clayborne B. Hall, III 
Anne Coble Hardin 
Noel Haskell 
David R. Holland 
Emily Johnson Holland 
Jean E. Kirkman 
Joseph M. Leak 
A. William McDonald 
Nina Craft McDuffie 
Barbara McFarland Matthews 
Lawrence C. Matthews 
Walter W. Moon, Jr. 
Hayes 0. Ratledge 
Nancy McGuire Ratledge 
Gene Peace Semmler 

CLASS OF 1952 

Class Agent: S. Clement Swisher 

Abner Alexander 

Larry A. Crawford, Jr. 

Dorothy Demos Day 

Judith Mower Goodman 

Vu Tarn Ich 

Charles T. Justin 

Fred Katz 

Anita Heissner Laughlin 

Belton M. Lewis 

Neville Ann Long 

Samuel J. Lynch 

Joyce Fulk Midkiff 

William F. Midkiff 

J. Benjamin Miles 

Henry C. Semmler 

William L. Serog 
S. Clement Swisher 
George T. Tate 
Janet Fox Tate 
Aaron G. Tyson 

CLASS OF 1953 

Class Agent: William Madara 
David A. Campbell 
Richard C. Clemmons 
John Howard Coble 
Jennie Chu Lee 
William H. Madara 
James D. Pratt 
Richard L. Staley 
James M. Vogel 
William L. Yates 

CLASS OF 1954 

Class Agent: John M. Pipkin 

Yasuko Maekawa Adams 
Charles S. Austin, III 
Ann Marie Bailey Dancy 
Hugh S. Downing 
Mabel Benedict Downing 
Chase W. Lassiter 
Janis Davis Madara 
Jean Patterson Mann 
Anne Newton Paisley 
John M. Pipkin 
R. Horace Swiggett, Jr. 
James R. Wade 
Leslie E. Warrick, Jr. 

CLASS OF 1955 

Class Agent: Robbie Patterson 

Jacqueline Wall Atkins 
Geraldine Price Bryan 
Raymond E. Chalkley 
Reva Watson Dietrich 
Vannie E. Gray 
Joyce Pate Herring 
Marie Brewer Hoffman 
Frederick T. Jones, Jr. 
John D. Lambeth 
Arnold F. Leary 
Beverely Broome Leary 
Barton Myers 
Robbie W. Patterson 
William B. Potter 
Edith Meyers Vogel 
Marie Hazard Weinman 

CLASS OF 1956 

Class Agents: Edwin P. Brown, Jr 
Ketchel Adams 

Jo Ann Downs Adams 

Ketchel Adams 

Lynn F. Apetz 

Bill R. Atkins 

Beverly Frances Smith Austin 

Edwin P. Brown, Jr. 

Mary Busby 

Margaret White Chalkley 

Frank H. Davis 

Royce R. Garrett 

Joyce Fingado Gibson 

William S. Gibson, Jr. 

Donald D. Godfrey 

H. Curt Hege 

Alfred R. Himmelrich, Jr. 

Vernette Arbeiter McFarland 

Eldon H. Parks 
Charles H. Trafford 

CLASS OF 1957 

Class Agents: Royce N. Angel 
Gus A. Ballus 

Royce N. Angel 
Sylvia Fee Angel 
Grady D. Edwards 
Howard H. Haworth 
Pat Shields Hege 
Wenda Hodgin Kirkman 
Jim Pinnix 
Marion A. Pringle 
Julia Hollowell Reeves 
A. Lincoln Sherk 
Calvin F. Strickland 
James Earl Thompson 
Joseph E. Walker 

CLASS OF 1958 

Class Agents: William B. Wallace 
Kurt Connor 

James H. Askins 

Pat Foy Brady 

Thanh Mai Vu Clark 

Kurt R. Conner 

William W. Cooke, Jr. 

Dale D. Embich 

Susan Walter Embich 

Gordon E. Haight 

P. Don Hemrick 

Elizabeth S. King 

Nicole Schreiner Lund 

Ann Harper Mauger 

Patricia Lapp Radey 

Betty Simpson Shelton 

Judith Myers Strickland 

Dorothy Alexandra Tanner Turner 

Stephane F. Turner 

CLASS OF 1959 

Class Agents: Robert Edwards 
Dave Hardin 

Clara Montgomery Coan 
Dudley A. Cox 
Robert W. Edwards 
David S. Griffin, Jr. 
Elizabeth Hurst Griffin 
Barbara Kerr Haight 
David H. S. Hardin 
Mary Ruth Shropshire Hardin 
Dorcas White Hauser 
Charlotte A. Lippincott 
Janet Andrews Nichols 
Warren Nichols 
Richard 0. Ringewald 
Ray Rumsey 
Glenn A. Snow 
Emily Louise Stafford 
Robert H. Stanger 
Jordan Washburn 
Frances Honea Webb 

CLASS OF 1960 

Class Agents: Douglas Kerr 
Thomas L. O'Briant 

Marjorie Haworth Blair 
Jo Ann Cook Cecil 
Rasma Frisbergs Duffy 
Walter C. Echols, Jr. 
W. Groome Fulton, Jr. 

Sara Jane Robertson Helton 
Douglas Kerr 
Barbara Jo Lineberger 
Wade Thomas Macey 
Thomas L. O'Briant 
Betty Lou Chilton Rierson 
Andrea Rogin Stanger 
Robert G. Trosper, Jr. 
Harold W. Vaden 
Robert Frazier Winsor 

CLASS OF 1961 

Class Agents: Lillian Burrow O'Briant 

Frank R. Pfau 

Alan G. Atwell 

Betty Lou McFarland Atwell 

Edward V. Bannigan 

Charles M. Clark 

Douglas P. Connor 

Anne Taylor Frost 

Miles F. Frost 

Miriam Almaguer Leiva 

Robert L. McKee, III 

Richard B. Marks 

Lillian Burrow O'Briant 

Frank R. Pfau 

Maurice T. Raiford 

William F. Rierson 

Bruce B. Stewart 

Charles Wayne Stout 

Wilma Snipes Washburn 

Kenny R. Watson 

George H. White 

Jane Carroll White 

Margaret Haworth Young 

CLASS OF 1962 

Class Agents: Sara Phillips Cardwell 

Jane Coltrane Norwood 

J. James Boles 

Sara Lou Phillips Cardwell 

Georgia Harrell Childress 

James F. Childress 

Dorothy Bollenbach Clark 

Raymond M. Durham, Jr. 

David A. Edgerton 

Joan Seeley Fentzke 

Paul R. Fentzke 

Phillip D. Fulton 

R. Carolyn Johnson 

Robert R. Lovell 

Robin Holland Majarin 

Jane Coltrane Norwood 

George R. Parish 

William Conrad Parker 

William E. Rhoads 

Raymond A. Sharpe, Jr. 

Georgette I. Shihadi 

Giap Lu Vu 

Mary Greenwood Walker 

CLASS OF 1963 

Class Agents: Howard M. Braxton Jr. 
Brenda Ferguson Stephens 
Jane P. Ansell 
Linda Krauss Barnes 
Thomas E. Barnes 
Linda Sheppard Baxter 
Howard M. Braxton 
Charles L. Cranford, III 
Margaret McLaren Dawson 

Patricia Ann Gibbs 
Julian H. Hussey 
G. Henry Jobe 
Susan Kohn 
Mary Starr Sisk Krauss 
Kathryn Perry Martin 
Kenneth Jay Miller 
Charles F. Milner, Jr. 
Brenda Yow Parker 
Daniel B. Raiford 
Elizabeth Pyrtle Raiford 
Elizabeth Darnell Rhoads 
Robert R. Rock 
Penelope Lee Smith 
Steen H. Spove 
Brenda Ferguson Stephens 
Barbara J. Stroud 
Paul Vicinanza 
John F. Wily, III 
Joel Wolinsky 

CLASS OF 1964 

Class Agents: Linda Palmer Maerz 

Patrick Larracey 

John C. Bailey, III 

J. Patrick Bledsoe 

Adele Brown 

Mary Alice Champion 

R. Brown Clodfelter 

Milton B. Crotts 

Mary Louise Drake 

Leah Harris Edgerton 

Donald R. Foltz 

Jerry W. Fulp 

John H. Goodman, Jr. 

Daniel B. Gregory 

Jeannie Voss Gromada 

Stanley H. Heist, Jr. 

Fernando S. Leiva 

Rosemary Ann Budd Lentzen 

Dick Loomis 

John C. McVickar 

Linda Palmer Maerz 

Elwood G. Parker 

Carolyn Kirkman Raiford 

Robert John Rose 

Nancy Angotti Rosztoczy 

Joseph H. Rubin 

Jane Schwartz 

John Lee Smith 

Karen Karnan Spector 

Neil S. Sugermeyer 

George W. Troxler 

Virginia W. White 

E. Newsom Williams, Jr. 

CLASS OF 1965 

Class Agents: Samuel R. Scott 
Ralph A. Stephenson, Jr. 

William E. Allen 
Mary Lou Bell 
Ellen Bernstein 
Lawrence S. Bock 
Edward Bondurant 
Leonard Bowling 
Patsy Mallard Braxton 
Cynthia G. Cann 
Robert H. Connamacher 
E. Raven Ellis, III 
Robert B. Foster 
Walter A. Gromada 

Brenda G. Hamrick 
Ronald S. Jamieson, II 
Mary Ann Kerneklian 
Ann R. King 
Michael L. King 
Ralph E. Messick 
John H. Petree 
Fred M. Raab 
James T. Rayburn 
Jean E. Redding 
Samuel R. Scott 
W. Andrew Simmonds 
Becky Payne Smith 
I. B. Southerland, III 
James K. Stephens, Jr. 
Ralph A. Stephenson, Jr. 
G. Beatrice White 
William Wilder 
William H. Wrenn 

CLASS OF 1966 

Class Agents: George Lloyd Eastlack 
Thomas W. Taylor 

Raimundo J. Aviles 
Judith Greene Bailey 
Vernon Gray Benbow 
John W. Davis, III 
Thomas Hudson Graham 
Linda Evens Hall 
Karen Ann Hamilton 
Linda Anne Helm 
James M. Hunt 
Susan Bradley Hunt 
Jeffrey C. Inman 
William T. Larmore 
John T. McCauley, Jr. 
R. Thaddeus Masters, III 
John T. Mauzy 
William S. Neal 
Kimrey D. Newlin 
David H. Parsons, III 
John A. Redhead, III 
Burton Jay Rubin 
Herbert Charles Schoof, Jr. 
Douglas V. Schumann 
Marilyn Stadler 
Robert Lee Ward 
Judith May Jones Wilder 
Kenneth Wilson, Jr. 

CLASS OF 1967 

Class Agents: Roberta Gail Floyd 

David Stanfield 

William E. Benbow 

Ruth Hill Boyte 

Catherine Brooks 

Roberta Gail Floyd 

Robin Jones Graham 

R. Barton Jones 

William F. Jones 

Barbara Anne Kazazes 

Margaret P. Keesee 

Jan K. Lippincott 

Peter D. Loeff ler 

Patricia Orrell Messick 

David N. O'Steen 

Clyde 0. Padgett 

Johnny G. Sink 

David E. Stanfield 

Juan W. Whittington 


Chairman: Dr. Lewis A. Aiken, Jr. 

Khamis Abdul Magid 

Lewis R. Aiken, Jr. 

Mr. & Mrs. Harold M. Bailey 

William E. Benbow '67 

Teresa Gail Benditz 

Olena S. Bunn 

William C. Bums 

Edward F. Burrows 

William D. Caffrey 

Mr. & Mrs. Thomas G. Clarke 

Mr. & Mrs. Landrum L. Cross 

Dr. & Mrs. Frederic R. Crownfield 

Robert M. Dinkel 

Louise G. Elliott 

Dr. & Mrs. '51 Carroll S. Feagins 

Andrew W. Gottschall, Jr. 

Mr. & Mrs. John C. Grice 

Anne Coble Hardin '51 

Cyril H. Harvey 

Charlie C. Hendricks '40 

Grimsley T. Hobbs '47 

Henry G. Hood, Jr. 

Oliver Ingraham 

Melvin Keiser 

E. Daryl Kent '36 

Doris Coble Kimmel '46 

John D. Lambeth '55 

Dr. & Mrs. William J. Lanier 

Nell S. Laws 

Mr. & Mrs. John L. Lee 

Mr. & Mrs. Cliff B. Lowrey 

James C. McMillan 

Mildred R. Mallard 

Attie C. May 

Stuart Maynard '43 

Eldon K. Moen 

J. Floyd Moore '39 

Josephine L. Moore 

lima Morell 

Rosa B. Morell 

Dr. 71 & Mrs. Algie I. Newlin 

Patricia Jo Newton 

Mr. & Mrs. C. DeWitt Norton 

David H. Parsons, Jr. '33 

John M. Pipkin '54 

E. G. Purdom 

Mr. '61 and Mrs. '64 Maurice T. 

F. M. Rener 

Floyd A. Reynolds '49 

Nelsie P. Rothschild 

E. Wiley Ruth 

Dr. & Mrs. Jose Sanchez Boudy 

Henry C. Semmler '52 

Mary Jean Smith 

Bruce B. Stewart '61 

Dorothy G. Thorne 

T. A. Wheeler, Jr. 

E. Newsom Williams, Jr. '64 


Chairman: John Herbert Drew 
Mr. & Mrs. Eli Abramowitz 
Mrs. Dorothy N. Allen 
Mr. & Mrs. J. A. Arrington 
Fred C. Bauer 

Robert 0. Bayer 

Lee H. Blackwell 

Mr. & Mrs. Arthur S. Bliss 

Thomas E. Blount 

D. Tom Blue 

Mr. & Mrs. Nicholas A. Bottino 

Mr. & Mrs. Williams J. L. Bradley, III 

Mr. & Mrs. James M. Brogan 

Frederic C. Brown, Jr. 

Mr. & Mrs. Eugene T. Bruni 

Dr. & Mrs. A. D. Bunn 

Mrs. L. Norris Burbank 

Dr. J. Lamar Callaway 

Mrs. Stella G. Cann 

A. Frank Chapman 

Dr. Kenneth M. Cheek 

Max Chused 

Dr. David S. Citron 

Mrs. Gertrude L. Conley 

Daniel R. Creato 

Mr. & Mrs. John G. Cunningham 

Joseph H. Derse 

Mr. & Mrs. Theodore Diller 

John Herbert Drew 

Mr. & Mrs. James Emery 

Mr. & Mrs. Rowland C. Evans 

Mr. & Mrs. Gordon J. Fergusson 

Mr. & Mrs. Merle S. Fitzpatrick, Sr. 

Mr. & Mrs. James E. Foscue 

Max E. Fulk 

Mr. & Mrs. A. L. Gaylord 

Marcus L. Goldstein 

John V. Hackett 

Melvin W. Haines 

Mr. & Mrs. James H. Harger 

Mr. & Mrs. R. H. Hartigan 

Rev. Cecil E. Haworth 

Robert A. Hester 

Judge & Mrs. F. L. Hoback 

Mr. & Mrs. David S. Hunter 

Albert H. Husted 

Mr. & Mrs. W. G. Hutcheson, Jr. 

Mr. & Mrs. W. Thomas Hutchins 

Dr. & Mrs. Richard M. Irwin 

Mr. & Mrs. Herbert Johnson 

Mr. & Mrs. LeRoy Kauffman 

Mr. & Mrs. W. Glenn Kennerly 

T. H. Kersey 

W. V. Kester 

Mr. & Mrs. E. J. Kiger 

Mr. & Mrs. Albert H. Kinsey 

Joseph M. Kline 

J. Wayne Kneisley 

Mr. & Mrs. Henry A. Koch 

Mrs. Gladys S. Lackland 

Capt. J. G. Lawrence 

Bolitha J. Laws, Jr. 

Jesse J. Lentz 

Mrs. Carroll W. Lewis 

Mr. & Mrs. Henry S. Lippincott, Jr. 

S. C. Loveland, Jr. 

Dr. William F. Lovell 

Dr. William H. Lum 

Dr. & Mrs. A. J. McKelvie 

Mr. & Mrs. C. B. McMasters 

H. C. McPherson 

Ivor Massey 

William S. May 

Mr. & Mrs. Grady L. Morgan 

John L. Morgan, Jr. 

Kermit L. Murphy 

W. H. Musser 

Philip J. Nardoci 

Mr. & Mrs. Marvin Y. Neely 

Mr. & Mrs. Ernest G. Newton 

Mr. & Mrs. A. Willard Osborne 

Dr. & Mrs. H. M. Pickard 

Mr. & Mrs. William G. Ragsdale, Jr. 

Mr. & Mrs. A. Ray Reynolds 

W. E. Riggs 

Mr. Robert S. Rushmore 

Mr. & Mrs. Fred A. Sale 

C. S. Scarborough, Jr. 
Emery W. Seymour 
Norman H. Silver 

Mr. & Mrs. John G. Sink 

Elmer Sivertsen 

Mr. & Mrs. Arthur E. Smith 

Mrs. Beatrice Smith 

Mr. & Mrs. Bernard W. Smith 

Mrs. A. J. Somerville 

Mr. & Mrs. I, B. Southerland 

Mr. & Mrs. Henry G. Spruill 

Mr. & Mrs. J. N. Still 

Dr. W. A. Stumpf 

Mr. & Mrs. B. D. Taylor 

J F. Timberlake, Jr. 

Mr. & Mrs. H. L. Timmons 

Mrs. Viviane G. Trimpi 

Frank T. Turner 

S. G. Tyler 

Dr. Kenneth V. Tyner 

Sam F. Vance, Jr. 

Frederick W. Wagner 

Henry Wheeler 

Ray V. Williams 

M. Pride Wingfield 


J. T. Barnes 

Mr. & Mrs. Edward B. Benjamin 

Samuel L. Black 

Frederick W. Brunkhardt 

Walter A. Coble 

Mrs. Thomas Craven (memory Dr. 

Henry Jordan) 
Mildred Farrow 
Agnes C. Finch 
Donna M. Hartigan '69 
Horace S. Haworth 
Seth B. Hinshaw 
William P. Kemp, Jr. 
Susan Rees King '69 
Russell D. Korner 
Mrs. Alfred C. Lindley 

D. L. McMichael 
Ed Mendenhall 
Mary Blair Mower 
Charles F. Myers, Jr. 
Charles Ronald Norwood 
Eunice A. Parker 
Charles E. Peters 
Zoltan R. Rosztoczy 
Mrs. Paul Taylor 

Mrs. James E. Thompson 
Sidney H. Tomlinson, Jr. 

Gordan F. Walton 

Mr. & Mrs. Rufus White 

Andrew S. Yount 


Aetna Life Insurance Co. 

American Tobacco Co. 

Atlas Chemical Industries, Inc. 

Archer Products Inc. 

Burlington Industries Foundation 

Chapel Hill Friends Meeting 

Combustion Engineering, Inc. 

Croll-Reynolds Company 

Dow Corning Corp. 

First National City Educational 

and Charitable Foundation 
Ford Fund Educational Air Program 
General Electric Foundation 
General Foods Fund, Inc. 
Georgia-Pacific Foundation 
Goldsboro Nursery 
Gulf Oil Corp. 
Hercules Inc. 
High Point Monthly Meeting 

of Friends 
Household Finance Foundation 
I N A Foundation 
IBM Corporation 
The Ivy Fund 

Jefferson Standard Life Ins. Co. 
Mitchell-Fry Insurance Agency 
National Cash Register Foundation 
New England Mutual Life Ins. Co. 
New Garden Friends Meeting 
Provident National Bank 
R. J. Reynolds Tobacco Co. 
Riegel Textile Corp. Foundation 
Schering Foundation 
Sears Roebuck Foundation 
Service Coin Company 
Signode Foundation, Inc. 
J. P. Stevens, Inc. Foundation 
United Aircraft Corp. 


Publication of this Loyalty Fund Report also signals 
the opening of the third year of this important annual 
giving program. At its August meeting, the Alumni 
Association Board of Directors unanimously recom- 
mended that the Loyalty Fund strive for $60,000 
during 1968-69. Guilford College is depending, as it 
must depend, upon its alumni and friends for at least 
this amount during the coming year. The Loyalty Fund 
has become a major factor in enabling Guilford to 
meet the challenges and obligations of the present 
and future. 

Toward A 
$60,000 Goal 

(Figues in 
Thousands of $) 








In addition to their participation in the Loyalty Fund annual giving program 
during 1967-68, alumni and friends gave generously in support of other specific 
college undertakings. 


Guilford College, its Libraries, and the Alumni As- 
sociation appreciate the continuous support that the fol- 
lowing persons gave the libraries during 1967-68. 

Donors: 105 

A & T State University 

Lewis R. Aiken, Jr. 

Annie Bell 

Dr. & Mrs. Robert Bryden 

Olena S. Bunn 

Edward F. Burrows 

May Bush 

Eva Campbell 

John Case, Sr. 

Donald A. Christenson 

Patrick B. Comer-Estate of '49 

Frederic R. Crownfield 

Mr. & Mrs. N. F. Cullinan 

Ann F. Deagon 

J. Stuart Devlin 

John R. Dover, III 

Mrs. R. C. Edmunds 

Mrs. C. Clifford Frazier, Sr. 

Mr. & Mrs. C. Clifford Frazier, Jr. 

Mr. '19 & Mrs. Robert H. Frazier 

Ralph Fritz 

William E. Fulcher 

Amount: $2,163.18 

Mr. & Mrs. John M. Gillespie 

Jerry Godard 

Guilford College — Business & 

Registrar's Office Staff 
Guilford College— Faculty and Staff 
Guilford College — Trustees 
Florence Brice Hardison '53 
Mary Edith (Woody) Hinshaw '35 
Grimsley T. Hobbs '47 
Henry G. Hood, Jr. 
George Jackson 
Margaret Jernigan 
Robert L. Johnson '58 
E. Daryl Kent '36 
Charles T. Lambeth '16 
Mr. & Mrs. John Lee 
Harvey A. Ljung 
E. Kidd Lockard 
C. T. Mansfield 
Mr. W. S. '38 & Treva Mathis 
Elsa McKeithan 
J. Floyd Moore '39 

Thomas J. Moore 

John A. Moorman '69 

James C. Newlin '60 

Mr. & Mrs. C. DeWitt Norton 

E. B. Parks, Jr. '27 

David H. '33 & Cora Worth 

Parsons '39 
Nancy Melleney Partridge 
Wade H. Paschal 
Rosalie 0. Payne 
C. W. Phillips 
Ruby Pickler 

Mr. & Mrs. Herbert Poole 
Hilda E. Pustorino 
Mrs. Winifred Rawlins 

C. M. Sellars 

Robert Slater-Estate of 

Page Smith 

Marilyn Stadler '66 

Mr. '61 & Mrs. Bruce Stewart 

Mrs. Carey Swain, Sr. 

Mr. & Mrs. Jack S. Thomas 

Eugene H. Thompson, Jr. 

Dorothy G. Thorne 

Curt Victorius 

Mr. & Mrs. G. J. Vincent 

Rebecca Watkins 

Mr. & Mrs. T. A. Wheeler, Jr. 

E. Newsome Williams '64 

Willis S. Wilson-Estate of 

V. Judson Wyckoff 


During the year alumni and friends made gifts of 
volumes to the Guilford College Libraries in memory 
of deceased persons. The gifts received were made in 
memory of: 

I. W. Cox J. Waldo Moody 

C. Clifford Frazier, Sr. '07 W. Frazier Smith '59 

Joseph H. Gay Bessie Benbow Stafford '05 

Richard J. M. Hobbs '09 Margaret Stewart 

Kate Newell Hodgin Thomas J. Stone 


Those who participated in the Quaker Club for 1967- 
68 are listed below. Members of the Quaker Club who 
also gave as sponsors for the Athletic Scholarship Pro- 
gram are identified by an asterisk. 

Guilford College, the Department of Athletics, and 
the Alumni Association appreciate the support and in- 
terest that these individuals have shown. 


Non Alumni Donors: 57 

Alumni Donors: 126 

Total Donors: 183 

Stephen Agapion 

Abner Alexander '52 
•Edward H. Alexander '50 

George Allen '61 
•Herb Appenzeller 

Luis Bates 
•W. L. Beamon '32 

Edward P. Benbow '37 
•William E. Benbow '67 
•Richard E. Bennett 
*M. S. Benton, Jr. 
•M. Scott Benton '29 

W. E. Blackwelder 
•Tully D. Blair 

Mr. & Mrs. J. Wallace Bowman 

Joe Breedon '52 
•James C. Brewer '51 

Mr. & Mrs. J. Halsted Brown 

Jennings M. Bryan, Jr. 
•James A. Bunn '32 

Jon Lawrence Burwell '63 
•Carolina Ribbons and Carbon 

Sales Corp. 
•James E. Chance, Jr. 

Roy Christiansen '49 

Ralph T. Clendenin '50 
•John Howard Coble '53 

Walter Coble 

Douglas P. Connor '61 

Florence T. Cox '22 
•Larry Crawford '52 
•James E. Cummings '46 
•Ralph B. Cummings 

Williams E. Cummings '40 

Van W. Cuthrell '57 

Mrs. W. G. Dance 
•Joe V. Davis '37 

W. E. Davis 

Larry E. East 

David Edgerton '62 
•W. H. Edgerton '49 

•Colin Edwards 

Frazier M. Edwards '29 

•T. R. English, Jr. '59 
•Philip T. Feeney '51 

Jesse L. Finch '35 

Joel Fleishman 

Michael B. Fleming 

•Norman Fox '51 

Clifford Frazier, Jr. 

Miles F. & Anne (Taylor) Frost '61 

Philip Fulton '62 

Athletic Sponsors: $6,505.00 

Memberships: $1,270.00 

Total: $7,775.00 

W. Groome Fulton, Jr. '60 
Ashley Gainey '60 
J. Douglas Galyon '53 
•Martha (Armfield) Gates '31 
Erwin Goldman 
•Cliff L. '50 & Judy (Mower) 

Goodman '52 
Richard A. Grant, Jr. '63 
H. E. Greeson, Jr. '38 
Brooks H. Haworth '63 
Horace S. Haworth '48 
Howard Haworth '57 
•John Haworth '47 
•Robert E. Haynes '57 
Brayton M. Heath '41 
H. Curt Hege '56 
•Richard H. S. Hensel 
John S. Higgins '37 
•Mrs. C. G. Hill, Jr. 
•W. Randall Hobbs '49 
Walt Hoffman 
Ralph L. Holmes '59 
William D. Hoover 
Charles D. Hudson 
•Curtis I. Jackson '31 
•Lee H. Jacobson '58 

Robert Jamieson 
•Jack Jensen 

Henry Jobe '63 
•H. G. Johnson '14 

Howard Kaufman '50 
Thomas F. Kearns, Jr. 

William Kemp 
•Gene Key '51 

Claude K. King '57 

Charles L Knight 
•William A. Lambert '47 
•Joseph M. Leak '51 

Irie '48 & Roxie (Robertson) 
Leonard '47 

Leon Lentz 

B. J. Lindley '17 

Donald E. Lineberry '62 

E. Kidd Lockard 

Charles C. Loughlin '06 

Bob Lovell '62 

Melvin H. Lynn '33 
•Seth & Hazel C. Macon '40 

Joseph F. Manson '52 

Jerry Martin 
•Mrs. Ruth H. Matthews 

Edgar H. McBane '14 

•David L. Meredith 
•Harold R. Moag, Jr. 
•Grady L. Morgan 
•John L. Morgan, Jr. 

Fred H. Morris '16 

Lee W. Moser 
"William S. Myers '50 

C. Ronald Nease '61 
•Hale Newlin '30 

James W. Newlin '41 
•Paul S. Nunn '14 
•Thomas G. O'Briant '49 

Bill Odom '51 
•George C. Parker '35 

Theodore Pollock '35 

Carson C. Powers '62 
•Herb Ragan 
•George T. Ralls '50 
•Marion L. Ralls '49 
•Floyd E. Rees '38 
•James L. Roueche, Jr. '47 

Stephen J. Rundio, III '59 

John C. Rush '50 
•Carl and Martha Scheer 

Turtle Sherrill '50 
*E. G. Shore '14 

H. B. Shore 

Frank B. & Susan (Drake) 

Smith '61 
•Charles C. Smithdeal '11 
•Dallas Smith 

William B. Smith '60 

Charlie M. Sparrow 

Raymond E. Spaulding '62 

Allen Stafford '31 
'Edward B. Stafford '40 

Stanley D. Staruch '49 
•N. V. Stockton 

C. A. & Faye (Daniels) Strider '56 

W. O. Suiter 

Richard D. Talley 

•Raymond Tannenbaum '44 

Edward & Joan (Teague) '52 

Mrs. Mildred Taylor 

Robert and Jean Taylor 

Charles D. Teague '51 

William J. Teague '50 

R. G. Thomas '27 

•Jack E. Tilley '49 

•D. O. Tise 

•Eddie Wagoner '51 

Jordan '59 & Wilma (Snipes) 

'61 Washburn 
Mickey D. Watson '62 
Bonnie Lee (Ferrell) Waynick 
Ralph H. Weisner 

•Max O. Welborn '52 

•John C. Whitaker '11 
C. A. Whitcomb '52 

•Rufus White 
Rose M. Wilkerson '35 

*M. H. Willis, Jr. 
E. Clark Wilson '47 
P. W. Winchester '22 
J. W. Withers '49 
Carl B. Wolfe 
Dewey Wolfe 


(Scholarships, Endowment, and other Fun 
Restricted and Unrestricted) 



113 Amount: $509,723.50 

ARA Slater School & College Service 

Carl Baumbach 

Bill Beaver 

Mary Duke Biddle Foundation 

Richard T. Binford '38 

Mrs. W. C. Boren, Jr. 

Mr. & Mrs. Edgar R. Brande 

Burlington Industries Foundation 

Edward F. Burrows 

Carolina Yarn Association 

C. Bynum Clegg, Jr. 

Dr. & Mrs. George W. Cobb 

Katie Lambeth Cotton '25 

Ruth B. Craven 

Spurgeon J. Craven-Estate of 

Phillip B. Davis 

O. F. Dumas 

Miss Alma T. Edwards '07 

Newton Edwards 

Esso Educational Foundation 

George D. Finch '21 

First Friends Meeting of Greensboro 

C. Clifford Frazier, Jr. 

Robert H. Frazier '19 

Friends of 4th World Conference 

Friends Freedmen's Association 

Friends Meetings of the Long 

Island, N. Y. area 
Lucy Moore Graves-Estate of 
Greensboro Manufacturing Co. 
Mr. & Mrs. William S. Grimaldi 
Mr. & Mrs. Robert W. Hartley 
High Point Monthly Meeting of Friends 
Mr. & Mrs. Harry J. Hill 
Mr. & Mrs. Bobby Lee Holmes 
Henry G. Hood 
Hughes Aircraft Co. (matching gifts for Dana) 
Jefferson Standard Life Ins. Co. 
J. D. Long, Jr. 
Margaret E. Long 
Martha M. McLennan 
Charles W. Mauze 
Myrtle Desk Co. 

N. C. Foundation of Church-Related Colleges 
N. C. National Bank Foundation 
New South Furniture Plaza 
Harvey R. & Elizabeth N. Newlin 
Oakdale Cotton Mills 
David '33 & Cora Worth Parsons 
Virginia M. Penny 
Perpetual Savings & Loan Asn. 
R. J. Reynolds Tobacco Co. 
Herbert T. Ragan '37 
The Richardson Foundation 
U. S. Office of Education 
Hobart Souther 



W. W. Woody '33 

Bill Yates '53 
•Tom B. York 

•Asterisks indicate Sponsors 





Graduates Told 

to 'Look at 
the Color Gray' 

Americans today must take seriously the long ex- 
pressed, but undemonstrated idea that the educational 
institution exists for the student, said commencement 
speaker Dr. John R. Coleman. 

Dr. Coleman, president of Haverford College in 
Haverford, Pennsylvania, addressed the 237 graduates 
during commencement exercises in Dana Auditorium 
June 2. He told the overflowing audience that students 
who seek to change the world and their own campuses 
should take a good "look at the color gray." 

"The world doesn't have to be seen in terms of 
black and white," he said, and asked those under 30 
years of age to "reserve the right to change" their 

Dr. Coleman also asked youth to charge older gen- 
erations with mistakes, but not with malevolence. 
"Things are wrong because we didn't know what to do, 
not because we were evil or thoughtless," he said. 

Rejecting the idea that "change and good taste are 
incompatible," Dr. Coleman stated it is a myth that 
violence can be "selectively used, then contained and 
set aside." 

But while violence is always a mistake, he declared: 
"It is a myth, too, that nonviolence is good in and of 
itself." He compared nonviolence to a great chariot 
drawn by splendid horses and said the value of both 
depended on the driver and where he was going. 

In conclusion, the speaker had a word for both gen- 
erations: "Life is short. Practice what you preach." 

The baccalaureate sermon for the 131st commence- 
ment program was delivered by one of Guilford's own 
faculty. Dr. J. Floyd Moore, professor of Biblical lit- 
erature and religion. 

Dr. Moore urged the graduates to apply their energy 
to three pressing needs of the modern world. First, 
he stressed that the climbing birth rate, longer life 
span and accelerating automation "will soon require 
that every human being be provided with something 
in the nature of a guaranteed annual income." 

Secondly, he stated "the degradation of human be- 
ings on the basis of racial discrimination . . . must be 
replaced by the recognition of truly human rights." 

In his third challenge. Dr. Moore said "education, 
industry, and government . . . must be directed with 
new energy toward the fulfillment of life for the 
increasing millions between the ages of 30 and 70." 



Alumni Day activities ventured into a new realm 
on June 1 with the convening of a seminar for the 
purpose of "continuing education." Forty-seven alum- 
ni attended the afternoon seminar focusing on recent 
developments at the college. The new curriculum, 
effective next Fall with its increased emphasis upon 
contemporary social problems, was explained by Dr. 
William Burris, academic dean. 

Dean of Students William Lanier discussed pressures 
faced by today's student, while Director of Develop- 
ment Al Wheeler highlighted the college's overall de- 
velopment program. Bruce Stewart, head of the Rich- 
ardson Fellows program, closed with an explanation of 
the unique educational experience being designed to 
develop creative leadership among fifteen entering 

In evaluating the success of the first alumni seminar, 
William Benbow, director of alumni affairs, said, "We 
were encouraged by the turnout and hope to make the 
seminar an annual event." He added, "Discussions of 
such topics of general concern give a more academic 
atmosphere to Alumni Day." 

The Reunion Luncheon, attended by some three 
hundred alumni and friends, featured the presentation 
of awards and the induction of new alumni association 

The Fifteenth Distinguished Alumni Award, an an- 
nual recognition of the alumnus contributing the most 
to his alma mater and community, was presented to 
Hugh W. Moore, '20. Moore, a resident of Greensboro, 
has been a trustee since 1951. He was finance secretary 
of the American Friends Service Committee for 35 

Miss Alma Edwards, a long time educator, was also 
recognized as a "distinguished alumna." Until her re- 
tirement in 1945, she served as Dean of Women at 
Queens College, Charlotte. Miss Edwards now resides 
in Liberty, N. C. 

During the evening banquet in honor of the 1968 
graduating class, three seniors were cited for their out- 
standing contributions to the college. Receiving the Key 
Senior Award was John Brooks of Williamson, W. Va. 
The recipients of the Senior Athletic Award were 
Robert Kauffman of Scarsdale, N. Y., and Henry Mc- 
Kay of Norfolk, Va. Undergraduate awards were pre- 
sented to Sally Peterson '70, for achievement and to 
Larry Funkhouser '70, for athletics. 

The newly installed executive officers of the alumni 
association are Jack Tilley '49, president, and Robert 
A. Newton '58, president-elect. Both are from Greens- 
boro. Serving as vice presidents are Raymond Smith 
'18, George Parker '35, and Kay English '59. New 
members of the board of directors are: Wendell Edger- 
ton '49, Shirley Marshall Tate '44, Tom O'Briant '60, 
and John Hugh Williams '34. 

Set For Oct. 26 

Homecoming, October 26, pits the Guilford Col- 
lege Quakers against the Presbyterian Blue Hose. 

In last season's meeting between the two teams the 
Quakers scored a 25 to 20 come-from-behind victory 
over the South Carolina team. This year's return 
match will have the Blue Hose out to revenge their 
own homecoming defeat last year at the hands of the 
Quakers. Kick-off time for the exciting game will be 
2:00 p.m. 

The day's round of handshakes and "whatever-hap- 
pened-to-what's-his-name? ..." actually begins with 
the President's Reception. Dr. and Mrs. Hobbs will 
greet returning alumni and friends in Founders Hall 
at 11:00 a.m. 

Following a noon luncheon, the pre-game festivities 
shift into high gear with the Homecoming Parade. 
The line of pretty girls, tinseled floats, and marching 
bands will wind down Friendly Avenue, through the 
Autumn tinged campus, to the football stadium. Then 
the whistle, kick-off, and the battering of football hel- 

Once the dust settles and the players retreat to the 
dressing rooms at half time. Dr. Hobbs will step for- 
ward to crown one of the vying beauties "Homecom- 
ing Queen of 1968." Several high-stepping high school 
bands will join Guilford's kilted Pipe and Drum Corps 
in music and maneuvers on the playing field. 

The "victory" celebration — or. the "good game"- 
lost party — then moves to the Guilford College Jaycee 
Clubhouse, scene of the informal dinner-dance. Alum- 
ni, Quaker Club members, faculty, and staff will start 
off the evening with a social hour beginning at 6:00 
p.m. After dinner. Buck Wuchae and his "Desert 
Knights" will lilt out melodies for dancing 'til midnight. 

Students will dance to a "pop" group on campus. 

The chairman of the Homecoming festivities is Doris 
Coble Kimmel '46 of Greensboro. 


Wykcoff and Baumbach Awarded Emeritus Status 

Two retired faculty members, Dr. Judson Wykcoff 
and Carl Baumbach, have been awarded the "emeri- 
tus" status by the Guilford College Board of Trustees, 
announces Robert Frazier, board chairman. 

The emeritus rank is reserved by the trustees for 
those faculty members who have made outstanding 
contributions to the college. 

Dr. Wykcoff served as professor of economics and 
chairman of the department until 1967. He came to 
Guilford following his retirement from DePauw Uni- 
versity in 1964. During his 38 years as an educator, he 
has written two books and 30 articles on economic 
history and public finance. A native of Cincinnati, Dr. 

■ M— 

Wykcoff earned his A.B. and Ph.D. degrees from Johns 
Hopkins University. 

Carl Baumbach, associate professor of music, was 
long-time chairman of the music department. Prior to 
joining the Guilford faculty in 1950, he taught at 
Greensboro College. Baumbach studied music in his 
native Germany and at the Eastman School of Music, 
Rochester, N.Y. 

He was an organist and choir director at churches 
in the Greensboro area for over 16 years. He also was 
a member of several local civic music associations. 

Both professors will continue to live in Greensboro. 

New Guilford College Editor Named — 

George B. Roycroft, 
a 24 year old resident 
of Greensboro, has been 
appointed Director of 
Information Services and 

Roycroft, who began 
his duties July 1, will 
direct the college news 
bureau and edit alumni 

Upon graduation from 
High Point College in 
1966, Roycroft joined 
WGHP-TV in High Point, as a news reporter, cover- 
ing news events in Greensboro for two years. 

While in college, he was a columnist for the college 
newspaper and a member of the Scholastic Honor 
Society. He was also active in student government. 

Roycroft is a native of Durham and graduated 
from Northern High School there. His parents are 
Mr. and Mrs. Chester Roycroft. 

He replaces Caroline Carlton who resigned in May 
to accept a position at Duke University. 

Alumni Chapter Meetings Planned 

Alumni Association chapter meetings are planned 
for the following areas during 1968-69: Atlanta; Mi- 
ami; Philadelphi; Boston; Richmond; New York City; 
Washington-Baltimore; Wilmington, Del.; Haddonfield, 
N. J.; Virginia Beach, Va.; and South Carolina. 

Meetings in North Carolina are scheduled for these 
areas: Asheville, Goldsboro, High Point, Yadkinville. 
Burlington, Greensboro, Mt. Airy, Charlotte, Raleigh, 
Winston-Salem, Chapel Hill-Durham, Madison, Mur- 
freesboro-Woodland, Wilmington. 


Three Named To Faculty 

Three new faculty members for the 1968-69 aca- 
demic year were named recently by Dr. Hobbs. They 
are: Andrew C. T. Clark, English; Susan J. Schu- 
macher, psychology; and Katherine H. Sebo, political 

Andrew C. T. Clark, assistant master of English at 
Atlantic College in Wales, Great Britain, will be an 
instructor in English. He received his B.A. with honors 
from University College, Wales, and his M.A. from 
the University of Wales. 

Susan J. Schumacher will be an instructor in psy- 
chology. She received her B.A. from Roanoke College 
and her M.A. from Hollins College. She has been a 
research and teaching assistant at Hollins College. 

Katherine H. Sebo will be an instructor in political 
science. Last year she was an instructor at Wake Forest 
University. She did her undergraduate work at Ober- 
lin College and received her M.A. from the School of 
International Service at American University, where 
she is also studying for her Ph.D. 

Staff Changes 

President Grimsley Hobbs recently announced sev- 
eral staff changes for the 1968-69 academic year; 
among the new appointments are John Knox Bell, di- 
rector of admissions and Miss Barbara Joan Rau, as- 
sociate dean of students. 

Bell, former associate director of admissions, received 
his B.A. degree from Guilford in 1958 and an M.S. in 
counseling from Appalachian State University in 1961. 
He received additional training in guidance during two 
summer counseling institutes at N.C. State University 
and the University of North Carolina at Greensboro. 

Before coming to Guilford a year ago. Bell was guid- 
ance counselor at Central High School in Dobson, N.C. 

He succeeds Bruce Stewart who now heads the Rich- 
ardson Fellows Program. 

Miss Rau, former assistant dean of students at Mt. 
Holyoke College in South Hadley, Mass., became As- 
sociate Dean of Students July 1. 

Miss Rau, a native of Chatham, N. J., received her 
A.B. degree in psychology from Earlham College and 
her M.S. in college student personnel from Southern 
Illinois University, Carbondale, 111. 

Before going to Mt. Holyoke College, she served as 
assistant dean of women at Elizabethtown College in 

Miss Rau replaces Mrs. Nancy Mellcney Partridge. 

New staff appointees include: James H. Malone, stu- 
dent affairs; the Rev. David E. Mullen, admissions; 
and David O. Roberts, admissions. 


James H. Malone has been named assistant dean of 
students. He received his B.A. and M.A. from Kent 
State University. 

The Rev. David E. Mullen, formerly pastor of Faith 
Presbyterian Church, Greensboro, has been named as- 
sistant director of admissions. He received his B.A. from 
Davidson College and his B.D. from Union Seminary, 
Richmond, Va. 

David O. Roberts of Poughkeepsie, N.Y. also has 
been named assistant director of admissions. He is a 
1968 graduate of Guilford. 

In staff changes. Dr. Jerry H. Godard, associate to 
the president, has been appointed Executive Dean of 
the college. He earned B.A. and M.S. degrees from 
Auburn University and the M.A. and Ed. D. from 
Columbia University. 

E. Wiley Ruth has been named Placement and Fi- 
nancial Aid Officer. Formerly he was assistant dean of 

The former Assistant to the President for the Down- 
town Campus, David W. Morrah, Jr. is now Manager of 
the Community Relations Division. 

E. Daryl Kent, formerly academic dean, has returned 
to full-time teaching duties as Professor of Philosophy 
and Religion. As announced earlier, the new academic 
dean is Dr. William C. Burris. 


Guilford College experienced the largest increase in 
faculty salaries among colleges and universities in the 
state last year. 

According to the 1967-68 faculty salary scale pub- 
lished by the American Association of University Pro- 
fessors (AAUP), Guilford's average faculty compensa- 
tion reached the "C" level at all ranks. As a result of 
its progress, the college is included in the top ten 
percent of institutions receiving special commendation 
in the AAUP Bulletin of June, 1968. 

Executive Dean, Dr. Jerry Godard, points out that 
recent increases make Guilford "minimally competi- 
tive in faculty salaries" for the first time. He warns, 
however, faculty salaries "still have a long way to go." 
Godard says, "We were in the top ten percent because 
we were low to begin with and had a lot of improving 
to do." 

Salaries, due to increase seven percent this year, 
should put Guilford at the "B" level for instructors, 
assistant professors, and associate professors by 1969- 

Present salaries range from a base minimum of 
$6,500 for an instructor to $16,000 for a professor. 

Antique Guns On Loan 

A collection of antique firearms, owned by Mr. and 
Mrs. William W. Pegg of Greensboro, is on permanent 
loan to the library. 

The six "Kentucky Type" percussion hunting rifles 
were manufactured near Jamestown, N. C. between 
1825 and 1870. Several are known to have been made 
by Quaker craftsmen. 

Valued at nearly $2,000 by connoisseurs, the col- 
lection contains perfectly preserved rifles still in firing 

Library Receives Grant 

A library grant in the amount of $6,798 to Guilford 
College was announced recently by Dr. Hobbs. 

The appropriation from the U. S. Office of Edu- 
cation was awarded under Title II of the Higher Ed- 
ucation Act of 1965. The grant was made in two 
parts: a basic grant of $5,000 to be matched by the 
college and a supplemental grant of $1,798. 

According to Director of Libraries Herbert Poole, 
the funds will be used to acquire books, periodicals, 
phonograph records, and audio visual materials. 

This is the third consecutive year Guilford College 
has received federal money to strengthen its library 

Friends Visit Campus 

Thirty young Friends from the North Carolina 
Yearly Meeting visited the Guilford campus during the 
month of July. 

The rising high school juniors and seniors were ac- 
quainted with admission procedures, necessary high 
school preparation, and the various programs offered 
at Guilford. 

The college's educational philosophy was explained 
to the prospective Quaker students by Bruce Stewart, 
director of the Richardson Fellows Program. 

Director of Admissions John Bell explained ad- 
mission procedures, and Financial Aid Officer Wiley 
Ruth told of financial assistance programs available 
to qualifying students. 

The visits ended with a campus tour and lunch in 
Founders Hall. 

Faculty Makes News 

Dr. Fred Courtney has been named Voehringer Pro- 
fessor of business management by President Grimsley 
Hobbs. Courtney, director of Guilford's downtown 
campus, will receive a salary competitive with that of 
outstanding professors at larger colleges and univers- 
ides. The endowment professorship chair recently was 
established through a $100,000 gift willed to the college 
by John K. Voehringer, a Greensboro industrialist who 
died last year. 

An article by Malcolm E. Osborn, business law and 
taxation lecturer in the downtown division, is included 
in the 26th Annual Volume of New York University's 
Institute on Federal Taxation published in June. Os- 
born is assistant vice president and tax counsel for 
Security Life and Trust Company, Winston-Salem, N. 
C. He contributes frequently to tax and law journals, 
the most recent of which is Trial, a national news mag- 
azine for lawyers. He is presently serving as a sub- 
committee chairman for the Committee on Taxation of 
Insurance Companies, American Bar Associadon. 

Dr. Donald Millholland, assistant professor of phi- 
losophy, was invited to read a paper at the annual 
meedng of the International Philosophical Association 
in Vienna, Austria. Millholland's paper concerned 
Michael Polanyi's theory of knowledge and is part of 
a larger comparative study of the works of Polanyi 
and Albert Camus. Millholland also served as a mem- 
ber of the panel on the philosophy of science. 

Dr. Grimsley Hobbs participated on a panel at the 
National Conference of Quaker Men in Oskaloosa, 
Iowa, July 17. 

Dr. Hobbs' subject was "The Present as a Transi- 
tion Period in Quaker Higher Education." The annual 
meeting was held at William Penn College. 

Dr. Lewis Aiken Jr., Dana Professor of psychology 
and chairman of the psychology department, has been 
awarded a post-doctoral fellowship in educational re- 
search by the U.S. Office of Education. Dr. Aiken is 
one of twenty professors in the country receiving such 
an award for 1968-69. The award provides full salary 
for a year of study and research at Stanford University, 
Palo Alto, Calif. 

A summer study grant was awarded to Treva Math- 
is, associate director of libraries. Mrs. Mathis' study at 
Emory University and the Georgia Department of 
Archives and History further prepares her as an ar- 
chives consultant for the college's Quaker collection. 
The $325 grant was awarded by the Guilford College 
Board of Trustees. 




Alice Woody Lindley and her hus- 
band, Alva E. Lindley ('08) sent a note 
of appreciation to the Alumni Journal 
for its June issue in which appeared a 
picture of her father, John W. Woody, 
a member of Guilford's first faculty. 


Mr. and Mrs. Edgar Holt McBane cele- 
brated their golden wedding anniversary 
July 21. Mrs. McBane was the former 
Pearle Younts before she married her 
classmate on July 19, 1918. For 19 years 
he was a teacher and principal in Greens- 
boro City Schools. After he resigned as 
principal of Lindley Junior High School 
in 1937, he went to work for Berry Oil 
Company, and in 1940 he organized Mc- 
Bane Coal Company. He is now presi- 
dent of McBane-Brown Oil Company. He 
was named by the Guilford College 
Alumni Association as the recipient of 
the Distinguished Alumni Award in 1967. 


Miss Dovie Hayworth will retire after 
48 years of teaching in both Guilford 
County and Randolph County schools. 
In her retirement she plans to continue 
her work at Springfield Friends Meeting. 


Margaret Fawcett Montien is a resident 
of Monteverdc de Guacimal, Puntarenas, 
Costa Rica, where she lives with her hus- 
band and daughter. 



Harry A. Wellons was named president 
of the National Rehabiliation Associa- 
tion, Region III in April. He has served 
as supervisor for Virginia's Department 
of Vocational Rehabilitation since 1950 
and was president of the Virginia Reha- 
bilitation Association in 1966. 


Dr. Theodore M. Mills, head of Small 
Groups Laboratory at Yale University 
has now published several books on the 
sociology of small groups. Dr. Mills has 
a Harvard Ph.D. in sociology. He is 
married to the former Mary Jane Seaman 
of Long Island and is the father of three 


Rev. Joseph W. Lasley and his family 
recently moved to Canton, N.C., where 
he assumed the duties as pastor of the 
Morning Star United Methodist Church. 
He and his wife, the former Elizabeth A. 
Hare ('47), have three children. 

Rev. Charles Wesley Jennings of Con- 
cord, N.C., was wed to Ann Redding 
Powell June 26, in Reidsville, N.C. He 
received his B.D. degree from Union 
Theological Seminary, Richmond, Va„ in 
1950. Miss Powell formerly was the di- 
rector of children's work at Myers Park 
Presbyterian Church, Charlotte. Rev. Jen- 
nings is serving as minister of the Rocky 
River Presbyterian Church, Concord. 
They live on Route 1, Concord. 

William Franklin King, Jr. has recently 
been appointed business manager of 
Halifax County Technical Institute. For 
the past four years, he has been employ- 
ed at the Wilson Technical Institute. He 
and his wife, the former Lorraine Harris 
Hayes ('48), reside in Roanoke Rapids, 


John A. Clark, Jr. recently was named 
education director for the Seventh Air 
Force, headquartered at Tan Son Nhut 
AB, Vietnam. Clark served as military 
education officer for more than a year 
at Bangkok, Thailand. He instituted the 
first University of Maryland extension 
classes at Tan Son Nhut and plans similar 
programs at other Seventh Air Force in- 


Mrs. Vernon Duncan (Audrey Smith) 

lives with her husband and three child- 
ren at 1821 Eastchester Dr., High Point, 
N.C. Last March she was named chair- 
man of Concerned Citizens of High 
Point, Inc., an organization of private 
citizens determined to eradicate existing 
ghetto conditions with the aid of the city's 
influential leaders. Mrs. Duncan is active 
in the Alumni Association and has served 
on the Board of Directors. 


Dr. Fred E. Katz has had a scholarly 
and timely book published by Random 
House. The book is entitled Autonomy 
and Organizations: The Limits of Social 
Control. The acknowledgements gracious- 
ly thank "... David Stafford, who intro- 
duced me to sociology, and Frederick 
Crownfield who introduced me to A.N. 
Whitehead, both at Guilford." Dr. Katz 
is now with the sociology department of 
the State University of New York at 


William Smedley has recently been 
promoted to secretary of the Insurance 
Company of North America's head of- 
fice. He has been in the Personnel Ser- 
vice Department since joining the com- 
pany in 1953. He resides at 419 Barclay 
Road, Rosemont, Pa. 


Larry C. Talbert was promoted from 
assistant cashier to assistant vice president 
of Wachovia Bank and Trust Company, 
Kinston. N.C. Talbert, a native of 
Greensboro, joined Wachovia in 1956. 


R. W. Edwards has recently been elec- 
ted assistant cashier of Wachovia Bank 
and Trust Company in Winston-Salem. 
Edwards, a native of Rutherfordton, 
N.C, joined Wachovia in 1966. He pre- 
viously held the position of Ready Re- 
serve Account office manager. 


Congratulations to Thomas L. O'Briant 

and his wife, the former Lillian Burrow 
("61), on the birth of a son born June 19. 
They live at 865 Redding Road, Ashe- 
boro, N. C. 


John W. Woody's surveying class, New Garden Boarding School, 
ca. 1883. "A favorite course in this period was surveying, for it 
could be turned to practical purposes and often was. Neighbors 
and trustees approved heartily of a course dominated by a utili- 
tarian aim. John Woody and his class surveyed several farms, 
the consideration being a large dinner served to the young survey- 

ors each day they worked away from school. The trustees set 
problems and gave prizes; in 1883 they instructed the surveying 
class to lay off lots near the Salem Road, in 1884 to run a line 
from Founders Hall to the depot, in 1886 to survey the lands 
and buildings of the school.'' From Guilford : A_ Quaker Colle ge, 
Dorothy Gilbert Thome. 


Helen Brown Barrow and her husband 
George Daniel Barrow ('62), sales super- 
visor of Humble Oil & Refining Com- 
pany, live at 700 West Cornwallis Drive, 
Greensboro. They have two children, 
Daniel Bradley, 4V2 and Mary Elizabeth, 
6Vi months. 

T. Harold Folwell, Jr. was advanced 
to the rank of Assistant Professor of 
Bussiness Administration at Campbell 
College where he has been a staff mem- 
ber since 1963. He received his M.A. in 
1963 from Duke University. Mr. Folwell 
is a native of High Point, N.C. 

William D. Crow of the Chemical 
Bank New York Trust Company was re- 
cently promoted to Trust Officer, Corpo- 
rate Trust Department. He lives with 
his wife, the former Lynne C. Smith, at 
297 Glen Ave., Short Hills, N.J. He has 
been with the bank for six and a half 


James F. Childress, a recorded minis- 
ter in the Society of Friends, has been 
appointed Assistant Professor of Reli- 
gious Studies at the University of Vir- 
ginia. He received his Ph.D. in June 
from Yale University where he also 

earned his B.D. and M.A. degrees. While 
a graduate student, Childress was award- 
ed the George Day Kent and Rockefeller 
Fellowships. He and his wife, the former 
Georgia M. Harrell ('62), and their twin 
sons, Fred and Frank, will make their 
home in Charlottesville, Va. 


Sherrill Wayne Doby was wed to Lynn 
Webster Serge June 8. Miss Serge grad- 
uated from Brenau College in Gaines- 
ville, Ga. He is head football coach at 
South Stokes High School, Stokes Coun- 
ty, N. C. 


Charles W. Lomax was recently award- 
ed the Doctor of Medicine degree by the 
Bowman Gray School of Medicine. Dr. 
Lomax lives with his wife, the former 
Barbara Cheek, at 1040 Martin Street, 
Winston-Salem, N.C. He will take intern- 
ship training at the University of Ala- 
bama Medical Center in Birmingham. 

Brian Joseph Benson was wed to Rebec- 
ca Ruth Shelton June 7. Brian receiv- 
ed the M.A. degree in English from the 
University of North Carolina at Greens- 
boro. He is employed in curriculum de- 
velopment as a member of the 13 Col- 
lege Project at A&T State University. 

The couple made their home in Medford, 
Mass., this summer while he worked at 
Tufts University under a research grant 
in English curriculum development. 

Patrick K. Larracey is attending Chris- 
tian Theological Seminary, Indianapolis. 
Recently he participated in a unique ex- 
perimental course which required him to 
study in depth the city's major problems, 
especially in the area of communications. 
He also did 'intern' work with top com- 
munity leaders including Indianapolis 
Mayor Richard G. Lugar. He lives with 
his wife, the former Judith Lee Jones 
('63), and son Stephen. 

James Linwood Harris received the 
Doctor of Osteopathy degree from the 
Philadelphia College of Osteopathic 
Medicine June 9. 

Karen Baldwin has completed course 
work requirements for her Ph.D. from 
the University of Pennsylvania in folklore 
and folklife. She was one of eleven 
Americans selected for the Danish George 
C. Marshall Memorial Fellowship Pro- 
gram. Karen will spend a year in Scandi- 
navia doing research for her dissertation. 
She will be attached to the National 
Museum of Denmark doing field work 
with the museum staff and research in 
the Royal Danish Archives of Folklore 
and European Ethnology. 



Jean Ellen Redding was married to 
Charles Marcus Harris July 6. The 
couple will live at 2521-D Miller Park 
Circle in Winston-Salem. Jean teaches at 
Petree School in Winston-Salem. 

William Kuhr Seabrook and Mary 
Elizabeth Henderson were wed June 15 
in Lenoir, N.C. He is a member of the 
U. S. Coast Guard Reserve and is em- 
ployed in the sales division of Jiffy 
Manufacturing Company, Hillside, N.J. 
The couple will live in Summit, N.J. 

John E. Gilmore has joined The Will- 
iam S. Merrell Company, Cincinnati, as 
technical assistant in the scientific infor- 
mation department. Gilmore is a native 
of Greensboro. 

Janice Frances Rogers was married to 
Ens. Bernard Francis Kruer of Los 
Angeles, June 29. The couple will live in 
Lexington Park, Md., while he is station- 
ed nearby with the Navy. Janice taught 
a year in Daytona Beach, Fla., and for 
the past two years in Winston-Salem. 


Linda Helm is now a teacher for par- 
tially sighted children at the Avon School 
near her home in Deerfield, 111. Miss 
Helm, blind herself since birth, has a 
degree in elementary education from 
Guilford and took her graduate work in 
special education for the blind at Pea- 
body College in Nashville. She did stu- 
dent teaching at a school for the blind 
in Tenneessee and also taught blind sen- 
ior citizens. 

E. Murray McMillan, Jr. received his 
Bachelor of Divinity degree from South- 
ern Baptist Theological Seminary on 
May 31. 

Ann Marie Strait recently married 
John B. White Jr., trade magazine editor 
for the United Publishing Company, At- 
lanta. Mrs. White teaches in DeKalb 
County. They live at 1397-D North Cliff 
Valley Way NE, Atlanta, Ga. 

Mary Nelson Await of Greensboro and 
John Stephen Wilkins ('68) of Rose Hill 
were married July 13, in Madison, N.C. 
The couple will live at Quantico, Va., 
where John will begin active duty as a 
lieutenant in the Marine Corps. Mary 
Nelson was previously employed by 
N.C. National Bank in Greensboro. 


William G. Guthrie recently began 
serving as pastor of the First Friends 
Church in New Castle, Ind. He received 
the Master of Arts degree in religion 
from Guilford College and has spent the 

past five years as pastor of the Mount 
Airy Friends Church, Mt. Airy, N. C. 

Barbara A. Kazazes has completed 
her first year teaching in the Greens- 
boro public schools. She is attending 
Appalachian State University this Fall 
for the purpose of obtaining an M.A. 
in biology. 

June Carolyn Turtle and Robert Clif- 
ford Payne, Jr. were married June 10. 
She is employed as a teacher in the 
Greensboro public schools. Robert is 
employed in the consumer products de- 
velopment division of Dow Corning 
Corporation. They live at 214-A Revere 
Drive, Greensboro. 

Airman Phillip N. Dixon, Jr. recently 
completed basic training at Lackland 
AFB, Texas. He has been assigned to 
the Air Force Technical Training Cen- 
ter at Keesler AFB, Mississippi, for 
schooling as a communications-electron- 
ics specialist. 

Ronald Alexander Wallace was wed 
to Julie Boston Hollings ('69) June 15. 
Ronald teaches mathematics and science 
at Allen Jay High School in High Point, 
N. C. where he is also a coach. Julie 
is an elementary education major. 

Harry Michael Rinebardt and Joan 
Carol Honeycutt were wed June 9. He 
is employed by Alma Desk Company 
in High Point, and she is a senior at 

Glenn Register Blackburn and Kath- 
erine White Seager ('69) were married 
June 18. Glenn is associated in the con- 
tracting business with his father-in-law. 
The couple will live in Apt. K, 6615 
Nora Drive, Guilford College. 


Miss Linda Gail Benge of Statesville 
has accepted employment with the For- 
syth schools and will be teaching in 
Winston Salem. 

Howard E. Ward, Jr. and Joyce Ann 
Boylen were married June 28. Howard 
has been appointed assistant director of 
Glenwood Community Center in Greens- 

James H. Busick and Elizabeth Anne 
High were married June 8. The couple 
makes their home in Greensboro. 

Joseph Paul Hammer, Jr. and Patri- 
cia Brooks Payne were wed June 8. 
He is employed by John H. Harland 
Company. She is a graduate of N. C. 
Baptist Hospital School of Nursing. The 
couple lives in Winston-Salem. 

Iris Rosalind Bernstein and Michael 
Hugh Vosko were married Sunday, 
June 30. in Beth David Synagogue, 
Greensboro. He is a graduate of Ro- 

chester Institute of Technology, Roches- 
ter, N. Y.. where he majored in business 
administration. The couple will make 
their home in Buenos Aires, Argentina. 

Diane Elizabeth Morris and Remus 
Strother Turner, Jr. were wed June 16. 
The couple lives in Chapel Hill. Diane 
plans to teach in Hillsborough, N. C. 

Rodney Dean Johnson was wed to 
Sondra Gail Underwood May 26, at the 
First Presbyterian Church in Rocking- 
ham, N. C. 

Judith Ann Murray was married to 
Edward Neal Trogdon ('69) June 29, in 
the chapel of First Baptist Church. The 
couple will live at No. 18 Frazier 
Apartments, Guilford College. Neal is 
a Dana Scholar. Judith plans to teach 
in Greensboro this fall. 

Henry Adams McKay and Carol 
Lynne Holcomb ('71) were married June 
8, in Wilmington, Del. The couple will 
live in Boston, Mass., where Henry will 
play professional football with the Bos- 
ton Patriots. Lynne, who finished two 
years at Guilford, will continue her ed- 
ucation at Suffolk University. Boston. 

Joseph Fred Wallin and Kathleen 
East ('70) were wed July 6. He is em- 
ployed by Sears Catalog Order Plant 
and is a member of the Army Reserve. 
They make their home at 1011 New 
Garden Road, Greensboro. 

Martha Vaughn Vance and William 
Thomas Bertrand were married May 4, 
at the Kernersville Moravian Church. 
Bertrand is a graduate of Wake Forest 
University. He served three years in the 
army and is now a sales representative 
for International Business Machines in 
Hickory, N. C. 

John Curtis Burch and Anna Carolyn 
Sutton ('68) were married July 6. Both 
are graduates of the downtown campus. 
They will make their home in Greens- 
boro until John receives military orders. 

Thomas Robert McAllister was mar- 
ried to Judith Ellen Tingley at St. An- 
drews Episcopal Church in Greensboro, 
June 8. 

Two young Friends, Stuart "Rusty" 
Maynard and Mary Coleman, engaged 
in a goodwill tour to Kenya this sum- 
mer. The tour, sponsored by the Friends 
United Meeting office in Richmond. 
Ind., included visits to a half-dozen 
Friends schools. When they return this 
fall, both will enter the University of 
North Carolina at Chapel Hill. Mary 
will do graduate work in special edu- 
cation. Rusty will enter medical school. 
Both Mary and Rusty were Dana Schol- 
ars and were listed in the national col- 
legiate Who's Who. 


In Memoriam 


James Peele Parker died at the age 
of 93 on May 20. At the time of his 
death, he was living in retirement at 
his Black Mountain home near Ashe- 
ville. N. C. He had served on the Board 
of Trustees of the Black Mt. Public 
Library, on the Board of Directors for 
the Buncombe County Fair Associa- 
tion, and as President of the Black Mt. 
Building & Loan Association. He is 
survived by his daughter, Elizabeth Gra- 
ham Parker ('32). 


James L. McNairy of 2316 Sharon 
Road, Charlotte, N. C, died at his home 
May 1. He had been an auditor and 
engineering accountant with Southern 
Railway for 45 years. He served as an 
officer in the U. S. Army in World 
War I and was a member of Myers 
Park Baptist Church. 


Irene Stephens Burton died May 11. 
She had been a resident of 411 W. Ra- 
diance Dr., Greensboro. She was a 
homemaker and teacher. 

Helmstetler of High Point 

was killed in action in Viet Nam June 

19 while serving with the Marines as 
a helicopter pilot. 

Attention Guilford alumni! We need your help in gathering in- cent honors and awards, travels, etc. Just like the changing 
formation for our alumni notes. This is one of the best times, so are Guilford alumni changing and making news. 
means we have of maintaining close ties with you, and at the Therefore, it is up to you to keep us informed. Stay alert for 
same time keeping our files and records up-to-date. Please the Guilford alumni news which is happening at this very 
feel free at anytime to inform us of any change or event moment in your own area. Fill out the form below and mail 
concerning you or your family, such as: weddings, new baby, to Editor, Guilford Alumni Journal, Guilford College, Greens- 
moved, changed occupations, attending graduate school, re- boro, North Carolina, 27410. 

Name Class 

Address Zip . 

Spouse's Name class, if alumnus 

Spouse's Occupation 


Name of Company or Organization 
Children's Name and Ages: 

Here's my Class Note: 



The campaign of GOP congressional candidate William Osteen 
('53) gets a boost from Patricia, left, and Julie Nixon, daughters 
of Republican Presidential Candidate, Richard M. Nixon, and 
David Eisenhower, grandson of former President Eisenhower. 


Osteen Heads Ticket of Alumni-Politicians 

Alumni stepping into voting booths around the 
country November 5 may well find the name of a 
Guilford graduate on their ballot. 

Voters in North Carolina's Sixth Congressional Dis- 
trict (Guilford, Alamance, Rockingham, and Caswell 
Counties) will meet the name William L. Osteen in 
the Republican column. Osteen, a 1953 alumnus, is 
campaigning on a platform calling for fiscal responsi- 
bility and law and order. His stance on the Vietnam 
problem is that of a "moderate." 

In a recent acclaimed address to the Guilford Col- 
lege Civitan Club, Osteen said: "When it comes to the 
war on crime, I am a hawk." The speech, circulated 
nationally among all GOP congressional candidates, 
called for a crackdown on lawbreakers and renewed 
respect for law and order. 

The 37 year old Greensboro attorney is well-versed 
in politics, having already served twice in the North 
Carolina General Assembly. Each time he has been 
House Minority Leader. 

In the May primary Osteen chalked up an over- 
whelming victory over his GOP opponent, Walter 
Greene of Burlington. Osteen now faces Democrat L. 
Richardson Preyer of Greensboro for the congres- 
sional seat. 

Osteen, a graduate of the University of North Car- 
olina Law School, is a member of the law firm Booth, 
Osteen, Fish, Adams, and Dameron. 

He and his wife, the former Joanne B. Snow, live 

with their three sons at 2322 North Elm Street, 

Several other alumni also have their hats in the 
political ring. 

Both Howard Coble '49 and Roger C. Gibson '65 
are Republican contenders for a seat among Guilford 
County's six-man delegation to the North Carolina 
House of Representatives. Coble, an assistant county 
attorney, is a graduate of the Law School at UNC. 
Gibson is employed by Bob Vaughn Realty of High 

Three alumni are Democratic candidates for judge- 
ships in North Carolina's newly created Eighteenth 
Judicial District: Byron Haworth '28, Herman G. 
Enochs, Jr. '52, and Benjamin Miles '52. 

Haworth, judge of High Point Municipal Court, is 
a member of the Guilford College Board of Trustees. 
Enochs and Miles both are Municipal-County Court 
judges in Greensboro. 

Classmates Ernest H. Ferris, Jr. and Mark Stewart, 
members of the class of 1950, are opponents for the 
post of Guilford County Register of Deeds. Stewart, 
the incumbent, is running on the Democratic ticket. 
Ferris is a Republican. 

If you know of other alumni-candidates whose names 
are missing from the Alumni Journal's political round- 
up, why not inform the editors? We would like to list 
all Guilfordians serving in public office in a future 



October 12 


October 26 


November 16 

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Alumni Journal 

Vol. LX, No. 18, December, 1968 

EDITOR: George Roycroft 



ALUMNI ASSOCIATION BOARD OF DIRECTORS: Jack Tilley '49, president; Robert A. New- 
ton '58, presidentelect; William Benbow '67, director of alumni affairs; Marion L. Ralls, 
Jr. '48, treasurer; John R. Haworth '47; Dr. Raymond Smith '18; George Parker '35; Kay 
English '59; Abner Alexander '52; Sam J. Lynch '52; Howard H. Haworth '57; William Waldo 
Woody '33; Doris Coble Kimmel '46; Emily Warrick Privott '56; Wendell Edgerton '49; Shir- 
ley Marshall Tate '44; Tom O'Briant '60; John Hugh Williams '34; Dr. James 0. Morphis, 
Jr. '53; Mrs. Sara Richardson Haworth '17. Ex officio: Charles Hendricks '40; Miss Era Las- 
ley '13; Miss Katherine C. Ricks '04. 

Member of the American Alumni Council. Published by Guilford College as a monthly bulletin in September, December, 
March, and June. All inquiries should be addressed to Editor, Alumni Journal. Guilford College, Greensboro, North Caro- 
lina 27410. Second class postage paid at Greensboro, North Carolina 27410. 




The Year of the Student 

Law and Order with Justice 

The College and its Constituency 

The College and the Community 

Alma Martin: 'Displaced Person' 

Homecoming '68 

On Campus 

Class Notes 

'Social Activists' Serve Society 

PHOTO CREDITS: Cover by Cooper Walker from photos left by Stephen Bow- 
les '69; right, Neill Whitlock '69; page 2, James McLarty '69; page 15, Greens- 
boro Record; pages 16-17, McLarty; page 19, M. C. Henley; page 20, 22, Mc- 
Larty; page 24-25, Whitlock; page 32-33, Dave McDonald; back cover, Bowles. 


! ■. 

A summons from the office of the 
Dean of Students is usually enough to set 
a worrisome freshman to shivering in 
his sneakers and even an arrogant senior, 
to chewing his pencil. Nevertheless, the 
tired image of the Dean of Students as a 
judge, perched behind a high desk and 
passing sentences is being replaced at 
many campuses around the country. Stu- 
dents, who once only scoffed and sus- 
picioned the character tagged as "Dean," 
are finding that the office has a new 
benevolence, motivation and professional 

Students at Guilford College since 
1966, too, have had to shuck some of 
their old notions about their Dean of Stu- 
dents. It was at the start of that aca- 
demic year Guilford students met Dr. 
William J. Lanier. For most, their first 
introduction to the man was as he step- 
ped forward to address the weekly re- 
quired convocation. President Grimsley 
T. Hobbs had already informed the al- 
ways suspicious students that Dr. Lanier 
was a "professional." He had earned A. 
B., M. A., and Ph.D. degrees from Pur- 
due University and had under his belt 
ten years as a public school teacher and 
counselor. Here, for the first time in 
Guilford's history, was a professional, 
competently trained and experienced in 
student personnel administration and 

Lanier, just arrived from a four year 
stint as Associate Dean of Students at 
Wittenberg University, addressed his au- 
dience: "In this, what I hope will be 'The 
Year of the Student,' I call for wide in- 
volvement in efforts to render our total 
student life program more rational and, 
therefore, better understood and more 
creative and, at the same time, more 
beneficial to the whole campus commun- 
ity and especially to students." 

Dr. Lanier continued in his dry but 
crisp voice saying, "I am convinced that 
Guilford's future strength will depend 
to a significant extent upon advancing the 
quality of student life and student-fac- 
ulty-administrative relationships beyond 
the present level, and certainly, far be- 
yond such relationships in the inevit- 
ably depersonalizing multi-versities which 
will be mushrooming from coast to coast 
during the next decade." 

Since that first introduction three years 
ago, Dr. Lanier has directed countless 
changes in campus life through his im- 
agination and energy. Under his gui- 
dance, residence hall life has improved 
by an increase in professional supervision 
and direction within the dormitories. Vo- 
cational and personal testing and coun- 
seling services are now available to all 

students. Infirmary services have been im- 
proved. A full-time co-ordinator of stu- 
dent activities and a director of finan- 
cial aid and placement are among the 
staff additions providing students with 
new supervision and direction. However, 
when asked about his effectiveness in 
developing a student personnel depart- 
ment now numbering sixteen and offering 
a raft of services. Dr. Lanier modestly 
measures the success in terms of its af- 
fect upon students. "Students are now 
assuming more responsibility than they 
did previously," says Lanier. 

In explaining the philosophy of the 
department, Lanier indicates students 
should be given the opportunity to de- 
cide their own rules and regulations and 
handle their enforcement. 

He says, "I believe in personal free- 
dom for students, but I think students 
must assume the responsibility that goes 
along with new freedoms." Lanier adds, 
"Personal freedom carries along with it 
the responsibility of not infringing upon 
the freedom of others." 

According to Dr. Lanier, Guilford stu- 
dents do, to a very large degree, govern 
themselves by making their own rules and 
enforcing them. He reports student judi- 
ciary groups try violators of the regu- 

lations and decide the appropriate penal- 
ties. The one penalty not in the hands 
of students to decide is "suspension" from 
the college. Lanier states that student 
judges can only recommend "suspension" 
to the Student Affairs Committee, com- 
posed of faculty, administrators, and 

On the matter of suspensions, Lanier 
says, "Very few students are ever sus- 
pended from Guilford. Those who are 
are ones who cannot live within the 
framework of the campus." He states 
that since he has been at Guilford only 
six students have been suspended. Five of 
those, he explains, were for violation of 
drinking regulations. 

"My role," says Lanier, "is to guide, 
direct, counsel, and advise. I become a 
disciplinarian only when students do not 
assume their responsibility as individuals 
and as self-regulating groups." 

To implement his expanded program 
of student personnel services which now 
includes the College Union, Department 
of Financial Aid, Housing, and the In- 
firmary. Lanier has surrounded him- 
self with a capable, professional staff of 
six. His "girl Friday" and Associate Dean 
of Students is Miss Barbara Rau. 

Miss Rau assumed her duties at Guil- 
ford July 1. Since arriving on the cam- 
pus, she has been breakingdown the "dean 
of women" and "dean of men" concept. 
In describing her duties, Miss Rau ex- 
plains, "I*m available to counsel men 
students as well as women students." 
Miss Rau has already proved that a 
lady dean can be warm, personable, and 
even very attractive. 

After earning degrees from Earlham 
College and Southern Illinois University, 
Miss Rau served her first deanship at 
Mount Holyoke College. While at Guil- 
ford, she has under her wing various stu- 
dent groups. She serves as a counselor 
and advisor to the women's dormitory 
councils and the student legislature. When 
asked about her role in student person- 
nel work. Miss Rau says, "I want to help 
students learn to weigh all sides of an 
issue, and then make their own decisions." 


Of all student services now being off- 
ered at Guilford, perhaps none has been 
quite so successful and as enthusiastically 
received by students, faculty, and ad- 
ministrators alike as has the College 

Clifford B. Lowery, director of stu- 
dent activities, describes the College 
Union as "a union of the entire college 
community providing programs for stu- 
dents, faculty, staff, alumni, everybody." 
As he sees it, the College Union provides 
Guilford students with an "educational 
laboratory," the philosophy being that 
"students want, need, and can handle re- 
sponsibilities of planning their activities 
on the campus." 

"The program," he says, "encourages 
student involvement and allows for the 
learnings that come from successes and 

Lowery, only a few years older than 
the students themselves, has instituted 
the college's first co-ordinated student 
activities program almost single-handedly. 
Under his charge are some forty cam- 
pus organizations, the Guilford College 
Arts Series, plus myriad social activities. 

"The diversified program of activities 
and organizations," says Lowery, "re- 
presents the whole gamut of student in- 
terests — everything from cheerleading to 
theater, campus radio to political clubs." 
Student participation runs highest, he ex- 
plains, at combo parties, with fewer stu- 
dents attending lectures, forums, and art 

LANIER: "I am convinced that Guilford's future strength 
will depend to a significant extent upon advancing the quality 
of student life and student faculty-administrative relation- 
ships . . . . " 


One major challenge facing Lowery 
this year has been that of offering stu- 
dents and faculty high caliber speakers 
and cultural programs. With attendance 
no longer required at weekly convoca- 
tions, Lowery has arranged an impres- 
sive line-up of lectures, concerts, plays, 
and films and opened them to both stu- 
dents and the community by packaging it 
as the Guilford College Arts Series. With 
the series already a "tremendous success," 
Lowery and his student aids are now 
formulating plans for expanding the arts 
program next year. 

Despite the fantastic growth of stu- 
dent activities. Lowery and the students 
face one big problem: space. Presently, 
student activities are scattered in at least 
three separate buildings on campus. "Our 
greatest need," says Lowery, "is a College 
Union building." The facility he blue- 
prints as being needed includes confer- 
ence rooms, music rooms, lounges, re- 
creation areas, offices, small auditorium, 
bookstore, and postoffice. 

Lowery's. program, which stacks up 
favorably with that of any college in the 
state and many in the nation, is suc- 
cessfully "pulling classroom learning and 
social learning closer together." 


The opening of a new men's dormitory 
in October has helped to relieve Guil- 
ford's critical housing shortage. How- 
ever, before the last of the 186 students 
moved into the fully air-conditioned and 
carpeted structure, costing over $800.- 
000, Assistant Dean of Students Land- 
rum Cross, was spelling out the need 
for a new women's dormitory. 

"Our most critical need now is for a 
new women's dorm," says Cross. He ex- 
plains that both Mary Hobbs Hall and 
Founders Hall for women are presently 
inadequate, adding: "if and when the use 
of both of those dorms is discontinued, 
we'll need new housing for some 250 

Cross, pressed by students living in 
over-crowded and inadequate conditions, 
dejectedly reports, however, that no new 
dormitory construction is planned im- 

Because of campus housing conditions, 
dissatisfied students are requesting chan- 
ges in the regulations requiring students to 
live on-campus. Presently about 80% of 
the students live on the residential cam- 
pus. However, many students want to 
escape three-man rooms and communal 
life in the dormitories. According to 
Cross, the major student problems "have 
stemmed from overcrowded conditions." 

While campus housing conditions ap- 
pear to be less than ideal, the caliber of 
supervision in the residence halls has 
vastly improved. The two men's dormito- 
ries have resident counselors James Ma- 
lone and Landrum Cross, both of whom 
hold master's degrees in guidance. 

Under the leadership of Dr. Lanier 
and Landrum Cross, a system of resi- 
dent advisor's (R.A.'s) was begun in the 
men's halls two years ago. Cross ex- 
plains that rather than serving as "moni- 
tors," students designated as R.A.'s at- 
tempt to help their neighbors by identify- 
ing extremes of behavior. The R.A.'s ob- 
serve their fellow students who skip class, 
fail in their studies, or display compul- 
sive behavior. The R.A. then relays the 
information to the adult resident coun- 
selor who attempts to counsel the student 
with difficulties. According to Cross, a 
student who repeatedly sleeps through 
class or talks incessantly may be exhibit- 
ing the first signs of a deeply rooted emo- 
tional or behavioral problem. 

The R.A. progiam has been so suc- 
cessful with the men students, indicates 
Cross, that a similar program may soon 
be instituted for women. 


The student without change in his 
pocket and the graduate without a job 
has only to go as far as the Financial Aid 
and Placement Office to get some sort 
of relief from his problem. 

In his first year in the position, Wiley 
Ruth, director of financial aid and place- 
ment, has already doled out $250,000 in 
financial aid and found employment for 
a large number of students. 

Ruth, armed with sheets of statistics 
and complicated government forms, re- 
ports a total of 346 students are cur- 
rently receiving financial aid in the form 
of either loans, grants, or scholarships. 

Despite the quarter-of-a-million dollars 
going towards financial aid, Ruth indi- 
cates the amount is not nearly enough. 
"This year we ran out of funds and were 
forced to turn students down for finan- 
cial aid," he states. 

Ruth, with a skilled hand for stretch- 
ing nickels and dollars, says "finances 
should not be a consideration in a stu- 
dent's choosing whether he will come 
to Guilford or not. Ideally, we should 
have enough scholarship aid available 
so any student (with the academic ability) 
can attend Guilford." 

However idealistic his aims, Ruth says 
the funds for student financial aid prob- 
ably "never will be adequate." Some 
foundations have funded the college speci- 

fically for scholarship aid to deserving 
students, among them the Freedmens, 
Dana, and Sternberger Foundations. To 
enrich scholarship coffers, Ruth says he 
is "trying to get the maximum amount 
of money possible from the government." 
He is optimistic Guilford will soon begin 
receiving its fair share of Educational 
Opportunity Grants distributed by the 
U. S. Department of Health, Education 
and Welfare. 

For those students needing part-time 
employment, Ruth also helps them find 
jobs fitting their needs and schedules. 
Hourly wages earned by student employ- 
ees range from $1.15 paid by the col- 
lege library and cafeteria to as much as 
$2.75 in certain specialized industrial 

The placement service also extends to 
seniors looking for permanent employ- 
ment after graduation. Ruth arranges in- 
terviews between students and employ- 
ment representatives of various regional 
and nation-wide companies. Approximate- 
ly 80 companies and 45 educational sys- 
tems are expected to hold recruiting ses- 
sions on the campus during the year. He 
says most graduates "have plenty of job 

"The placement service," says Ruth, 
"is not limited just to seniors. We are in- 
terested in assisting alumni who are out- 
of-work, just out-of-service, or who want 
to change jobs." 


A common cold, a sprained ankle, or 
even an ordinary headache sends each 
Guilford College student to the infirmary 
on the average of three times a year. 

Mrs. Sue Smith, R. N., a three-year 
veteran of the college infirmary, takes 
her nursing of the sick and injured seri- 

Referring to a stack of medical reports, 
Mrs. Smith says, "We had about 3000 
calls made to the infirmary last year; ap- 
proximately 2000 students were seen on 
an out-patient basis." 

The two nurses manning the infirmary 
check each student patient, evaluate the 
signs and symptoms, and determine 
whether a doctor's attention is necessary. 
The records show 407 students were seen 
last year by physicians. Two Greensboro 
physicians. Dr. Norman Fox '51 and Dr. 
James Brewer '51, treat the majority of 
Guilford students. Students end up pay- 
ing for the doctor's visit and medications 
prescribed by the doctor. Medicines are 
dispensed from the infirmary without 

Lanier renders rational student life program 

The annual six dollar health services 
fee paid by each student attending the 
college is not enough money to operate 
the college infirmary, according to Mrs. 
Smith. She says the fees "don't even cover 
the cost of medicines and nurses sal- 
aries." Inadequate budget is only one 
problem plaguing the college infirmary 
service. Mrs. Smith also lists insufficient 
staff and poor facilities as among the cri- 
tical problems. 

"The infirmary," says Mrs. Smith, "is 
not adequately staffed. Students want and 
are demanding 24 hour service." Present- 
ly the infirmary is operating with only 
two nurses. Mrs. Smith explains staff 
hours are particularly short on weekends; 
however, another full-time nurse would 
not provide around-the-clock service. 
"Even with three nurses, there would be 
twelve hour shifts, and that went out 
after World War II," states Mrs. Smith. 
"This is the only place on campus that 
doesn't close up," she adds. (Infirmary 
hours are listed as 7:00 a.m. - 3:30 p.m., 
and 6:30 - 8:00 p.m. Monday thru Fri- 
day; 8:00 a.m. - 10:00 a.m., Saturdays; 
and 1:00 p.m. - 3:00 p.m., Sundays.) 

Located up three flights of stairs and 
over the kitchen of Founders Hall, the 
present twelve-bed infirmary is deemed 
inadequate by the nurses. According to 
Mrs. Smith, it is impossible for some sick 
and injured students to climb the stairs to 
the infirmary much less to their dormi- 
tory rooms. Thus, some students have 
been sent home to recuperate though they 
could have continued going to class had 
there been an appropriate place for con- 

"Another major reason for needing a 
new facility," says Mrs. Smith is that 
presently there is "no real way to isolate 
sick students." She describes the present 
corridor through the infirmary as a 
"major thoroughfare" for the women 
residents of Founders Hall. 

Mrs. Smith, with an edge of urgency 
in her voice, sums up the needs for a 
new infirmary saying, "We need some- 
place isolated that is not a major thor- 
oughfare and without a flight of stairs." 


The opportunities now available to 
students at Guilford are almost limit- 
less, says Dr. Lanier. Recognizing that 
students are rarely immersed entirely in 

their academic surroundings, Lanier states 
that "there is a great need for creative 
thought, planning, and action" on the 
part of those who are entrusted with the 
student life phase of education. 

He concludes, "There is the ever 

growing need to work with students 
and other segments of the campus com- 
munity in order that all changes will be 
harmonious, effective, and, in the long 
run, enhance the purposes and aims of 
Guilford College." 

Following the urban riots of 1967, the 
subject of law and order has been a ma- 
jor topic for articles, editorials, sermons, 
and speeches. The usual approach is to 
call for law and order and to demand 
that the police or military put the prob- 
lem out of sight by quelling violence and 
restoring order so that things may be 
kept as they are. 

The difficulty with this limited solu- 
tion is that "order" may be full of in- 
justices, in which case the restoration of 
order without remedying the injustice is, 
at most, a temporary truce which may 
lead to further violence. 

We cannot condone violence. It is so- 
cially destructive, dehumanizing, and self- 
defeating, but we must understand why 
minorities call for "law and justice" to 
those who ask for "law and order." 

Law enforcement officers, college and 
university administrators and trustees, 
and many other concerned citizens in 
America now feel as if they are sitting on 
a time bomb which has been set to go off 
soon, but no one knows the exact hour. 
The increasing intensity of violence in 
our large cities and metropolitan areas 
which erupted anew in July of this year 
and the recent and continuing violence 
and dissent of certain college and uni- 
versity students has left a good portion 
of our nation's citizenry in a state of 
shock and disbelief. 

When the first waves of dissent and 
violence subsided in urban America and 
academia, many of us thought we had 
been dreaming. After we realize it had 
really happened in America and in our 
own backyards, we began looking for the 
reason why. Our first reaction was that 
someone else — communists, outside agita- 
tors, civil rights leaders, anti-poverty 
workers, or some trouble-making non- 
conformists must be responsible. We were 
confident, however, that these persons 
would be apprehended, expelled, con- 
victed, or imprisoned, and the whole 
problem would be locked safely away. 

Whether or not we like it or accept 
it, the President's Commission on Civil 
Disorders has documented convincing 
evidence that, except for a small number 
of professional and unscrupulous trouble- 
makers, who should be caught, convicted, 
punished, and restrained, urban violence 
is often the spontaneous uprising of a 
suppressed people bent on liberation. 

The comprehensive report of the Na- 
tional Advisory Commission on Civil Dis- 
orders says that the expectations aroused 
by the great judicial and legislative vic- 
tories of the civil rights movement have 
led to frustration, hostility, and aggres- 





Judge Byron Haworth 

sion in the face of the persistent gap be- 
tween promise and fulfillment. Many reli- 
gious leaders have told us that a com- 
mon failing of affluent America is that 
we have professed and proclaimed a 
faith in glowing words but we have failed 
to live that faith. We have enshrined the 
New Testament, the Declaration of In- 
dependence, the Constitution, the Bill of 
Rights in the National Archives, but have 
continued to ignore and reject their great 
principles and guidelines as our way of 
life. We have talked about our religious 
commitments and then exploited them 
for our own interests. It is imperative that 
we take prompt steps to fill this wide 
gap between promise and fulfillment by 
bringing all segments of our society into 
the mainstream of American life. 

There are some among us who resent 
and resist and even deny the implication 
and accusation that the hypocrisy and 
selfishness of the white community and 
its failure to apply democratic and Chris- 
tian principles are related and proximate 
causes of the current wave of discontent 
and violence. The majority group and 
the power structure should realize, how- 
ever, that no church entity, institution of 
learning, or government is any better than 
its leaders and members. It is important, 
therefore, that we make regular and hon- 
est self-evaluations to learn whether we 
have lived the principles we so proudly 
proclaim, and whether we conscientiously 
practice what we preach. 

The President's National Advisory 
Commission on Civil Disorders, a con- 
servative, divided, but representative com- 
mission, unanimously agrees on one thing, 
namely, that the overriding cause of riot- 
ing in the cities was not any one thing 
commonly adduced — unemployment, lack 
of education, poverty, exploitation — but 
it was all of these things and more, ex- 
pressed in the insidious and unscientific 
doctrine of the inferiority of black men. 

It is now widely accepted that injus- 
tices exist in America. Prior to the 1950's 
we had in America a pervasive official 
system of segregation which carried from 
the cradle to the grave, requiring the 
Negro to begin life in a segregated neigh- 
borhood; to attend separate and, for the 
most part, grossly inadequate and un- 
equal schools; to use segregated parks, 
playgrounds, swimming pools; all of 
which kept him apart at work, at play, 
at worship, and even at court. The sys- 
tem confined him in segregated hospitals, 
prisons, and finally relegated him to a 
separate burial place. 

No one should be either surprised or 
offended that Negroes have resented this 

We cannot condone violence. It is socially destructive, dehumanizing, and 
self-defeating, but we must understand why minorities call for 
"law and justice" to those who ask for "law and order." 

humiliating straight-jacket and have de- 
termined to extricate themselves from it. 
Theoretically and hopefully, such injustices 
should be corrected at the ballot box and 
not by demonstrations, violence, and riot- 
ing in the streets. Although violence can- 
not be approved or condoned as a means 
for remedying social ills, we must, in all 
fairness, recognize that in the past the 
discriminatory disfranchisement through 
the ingenious white primary, gerryman- 
dering, and other sophisticated modes 
of discrimination have rendered the bal- 
lot box and other approved solutions and 
remedies highly ineffective and intoler- 
ably slow. Therefore, demonstrations, sit- 
ins, riots, and violence have been adopted 
in desperation by some of the disaffected 
people of our country in what they have 
believed to be the only practical and ef- 
fective way to make the majority aware 
of the existing injustices and to assure 
desired remedial action. 

Whether or not we agree with the find- 
ing of the President's Commission, any 
helpful discussions of law and order in 
the late 1960's and 1970's would be less 
than realistic if we failed to see that our 
real and overriding problem is to develop, 
advance, and implement programs to 
cope successfully with racism and preju- 

Likewise, we can deal more effectively 
with student upheavals of recent date 
when we understand and accept the fact 
that much of the collegiate discontent 
arises among well-fed students in the 
humanities and the social sciences and is 
the consequence of a keenly felt spiritual 
poverty in academia. 

To deal effectively and wisely with 
these uprisings in our educational insti- 
tutions, we should know that there are 
many sensitive and highly motivated stu- 
dents participating in some of these de- 
monstrations who ^ay and feel that they 
are spiritually starved, that rigor mortis 
has set in throughout the giant higher 
educational system, that marketability and 
not Truth has become the criterion of 
intellectual value, that what they are 
trying to do is to put esthetic and moral 
values back into the intellectual agenda 
of the machine age. 

1 believe it is a fair statement to say 
that the power structure that makes and 
enforces the laws of our land, largely 
made up of the privileged middle class, 
including most of us, has never had it so 
good so far as material resources are con- 
cerned. It is quite natural that most of us 
enjoy this affluent life and would like to 
keep things as they are. The "haves" who 
become conservative because they want 
to keep the "good life" for themselves 
are suspicious and critical of all move- 
ments and persons advocating any mater- 
ial change in the status quo. It is when 
the poor, the misfits, the outcasts, the 
minorities, the impotent, the bored, and 
other disaffected people become aware of 
the "good life," and when their efforts 
to have a share in it are resisted, that 
friction and trouble start and the seeds of 
violence are sown. Individuals and groups 
think and act in similar fashion when 
their civil and constitutional rights are 
denied and when they feel that their 
constitutional, civil, and religious rights 
and liberties have been curtailed, denied, 
dissipated, and materially weakened or 
watered down. 

A democratic society cannot be main- 
tained indefinitely unless its citizens re- 
spect arid observe the law. Mob violence, 
burning, and looting cannot be condoned 
regardless of the reason. Should disorder 
and violence occur, it must be stopped 
immediately, fairly, and effectively. Oth- 
erwise, we revert to the law of the jungle 
and the rights of all citizens are placed 
in jeopardy and no citizen can enjoy the 
freedoms promised in the Constitution. 

Without discounting the absolute neces- 
sity of maintaining public order, it must 
be pointed out that public order will, of 
necessity, be temporary if injustices and 
violation of constitutional rights are of- 
ficially ignored. The insistence on the ab- 
sence of tension rather than the achieve- 
ment of justice as the desired goal will 
bring nothing more than a negative or 
short-term peace. At such time as con- 
stitutional rights and justice are achieved, 
and the few troublemakers restrained by 
police, public order will, in large measure, 
tend to take care of itself. 

Before we can deal positively, effec- 

tively, and permanently with violence in 
the streets and in our institutions of high- 
er learning and in the hearts of men, 
offenders must be classified and cata- 
logued and handled with weapons ap- 
propriate to each individual. Otherwise, 
we may fall into the error of the man 
who burned his barn to get rid of the rats. 

Included in the first classification is 
the criminal type anarchist and trouble- 
maker who rants, raves, and spews out 
his hate and prejudice to excite the crowd 
to mob violence. This individual has no 
respect for law and order or for the 
nonviolent philosophy and practices of 
Martin Luther King or other such leaders, 
but exploits the popularity of this fallen 
leader to achieve a selfish purpose. This 
type of individual who makes up a small 
minority of the disaffected must be 
caught by highly trained officers equip- 
ped with modern weapons, tried, convict- 
ed, and adequately punished for what he 
really is — a criminal and enemy to a de- 
mocratic society. 

In the second classification is the in- 
dividual who is a sincere and loyal citi- 
zen but who has become impatient, disil- 
lusioned, and embittered by repeated in- 
dignities and injustices either to himself 
or others and who. in frustration, accepts 
violence as the last and only hope of get- 
ting the "ear" of the power structure or 
establishment and justifies this method 
on the theory that "the end justifies the 

Weapons of good will, understanding, 
jobs, decent housing, equal opportunity, 
friendship, fellowship, and acceptance as 
a person will be more likely to bring 
about the desired results with this type of 
individual than bigger riot guns, lethal 
weapons, large fines and long prison sen- 
tences. The best informed law enforce- 
ment officers know that a real danger in 
dealing with violent demonstrations is 
over-reaction by the public and police 
which can result in civil war. 

Our American democracy operates un- 
der two constitutional mandates: first, to 
insure that law and order are maintained 
and. second, to insure that constitutional 
and individual rights of all our citizens 
are preserved and protected at all times. 

Nothing is more apparent and clear than 
the fact that liberty, freedom, civil and 
constitutional rights are empty words and 
meaningless phrases if the government be- 
comes helpless and powerless to make 
these concepts a reality. This is one rea- 
son that good law enforcement is a ne- 

Strong, well-equipped and manned law 
enforcement agencies with the know- 
how to act quickly, wisely, effectively, 
and decisively if and when disorder 
breaks out is a must in order to cope 
with the small minority committed to 
effect change through violence. However, 
a strong and well-armed police depart- 
ment is not enough to insure a long- 
term community tranquility. 

A more permanent solution to keeping 
peace will depend upon the willingness 
and the opportunity of police officers 
and others outside the disaffected areas 
to learn of the social conditions of the 
community, to develop skills of communi- 
cation with the disaffected, and to learn 
the fundamentals of human psychology. 
The difference between temporary and 
long-lasting peace may be the difference 
between uniformed authoritarianism and 
government of, by, and for the people; 
the difference between a society which 
serves the people and one which subjects 
them; the difference between fear and 

The keeping of law and order with 
justice in the communities is the joint 
responsibility of the police, court officials, 
and the public. Police officers, court of- 
ficials, and citizens of the community 
can do much to create a climate of co- 
operation and compliance with rules of 
conduct. I find that most offenders ac- 
cept criticism, arrest, and confinement 
peacefully and avoid violence if they 
are treated with kindness, respect, and 
dignity, but that they resent and resist 
acts or words which are degrading, hu- 
miliating, or undignified. Citizens black 
or white, rich or poor, are human beings 
and deserve to be treated with kindness, 
respect, and dignity by the police and by 
fellow citizens. These are courtesies which 
cost nothing and which are powerful 
weapons to peace, nonviolence, and co- 

operation. Police cannot do the job alone. 
Law enforcement officials are crippled if 
the prosecuting attorneys, the judges, and 
the jurors fall down on their jobs. The 
judge must cooperate with the police by 
showing proper firmness and by pre- 
venting unnecessary delays in bringing the 
accused to trial. The judge is crippled if 
preventive and corrective agencies are 
not available. All of these agencies are 
crippled if citizens do not do their part. 

Problems of unrest on our college and 
university campuses are very much like 
those in civil life and the application of 
similar principles and techniques will 
be useful in coping with them. 

It has been several years since I was 
in college and, for that reason, I may 
not know and understand the present col- 
lege generation. I have observed, how- 
ever, that most students presently enroll- 
ed in colleges and universities are think- 
ing and that they are intelligent; they are 
sincere and have a high sense of Christ- 
ian and moral ethics. Although they are 
idealistic, they are very realistic in the 
sense that they are unwilling to accept as 
adequate the maxims, platitudes, and 
moralisms of yesterday. 

Even though I respect and admire col- 
lege students, I do not favor allowing 
them to determine the policies, curricu : 
lum, and rules of the institution. Each 
one who attempts to do so by a show 
of force should be given the opportunity 
of deciding quickly whether he prefers to 
be suspended immediately or to comply 
with the institution's policies, rules, and 
regulations as applied by the trustees, 
administration, and faculty, and further, 
to suffer such punishment as may be in- 
dicated and assessed for his offense a- 
gainst the school. 

Although students should not run the 
college, the trustees, administration, and 
faculty should listen to them as they have 
never listened to them before. In the 
first place, they get helpful suggestions. 

Secondly, nothing would do more to 
improve the attitudes and remove frus- 
trations of students than to have an of- 
ficial and regular channel through which 
they could give their suggestions and ex- 
press their concerns with assurance that 

each would be heard and considered on 

President John Coleman of Haverford 
College in his commencement address on 
June 2 of this year said to his audience 
over 30: "Listen to students, not because 
everything they say will be relevant and 
wise, but because their definitions may be 
sharper and they may be able to lay 
out an agenda which is broader and bet- 
ter than ours." 

If we are frightened by what students 
are saying, or may say, and many of us 
are, it may be because they are talking 
seriously about achieving and doing some 
of the things that we have professed to 
believe, namely, that war is wrong 
and non-Christian; that peace is possible; 
that human life is sacred; that the worth 
of every man should be determined en 
merit and not by the color of his skin; 
that institutions of higher learning exist 
for the students. 

There appears to be only one way to 
restore lost communication which is so 
necessary for a free and nonviolent so- 
ciety, that is: for us finally to adhere to 
the democratic ethic of equality of op- 
portunity, along with the Christian ethic 
of brotherhood and love ... all of 
which have been missing too long in our 
affluent society. 

Ultimately, the solutions to the prob- 
lem of the cities, to the unrest of its 
minorities, lies in the hearts of our peo- 
ple. The challenge is formidable. 

EDITOR'S NOTE: Byron Haworth 
'28 is a judge in North Caro- 
lina's Eighteenth Judicial Dis- 
trict. Prior to his election, Ha- 
worth was judge of High Point 
Municipal Court for twelve 
years. Judge Haworth, a grad- 
uate of the Duke University Law 
School, made these remarks at 
summer school commencement 
execises at Guilford College 
August 11, 1968. He is a mem- 
ber of the Guilford College 
Board of Trustees. 

Everyone connected in any way with liberal arts col- 
leges today is familiar with the pressing financial prob- 
lems of these rather peculiar institutions of higher learn- 
ing. We all know that the competition for funds, fa- 
culty, and superior students is becoming intense. Insti- 
tutions such as Guilford are finding that it takes a maxi- 
mum effort just to stay even in the race. Unfortunately, 
many colleges have already given up and accepted a dull 
mediocrity as their standard of excellence. Some quite 
honestly admit that they have no other choice and at- 
tempt to do the best they can under the circumstances. 
Others avoid the truth and attempt to persuade the 
general public and themselves to think about aspects of 
their operations other than the quality of the faculty, 
student body, and academic programs. These evasive 
tactics seem to succeed in some situations, and these 
colleges are believed to be successful because they have 
full classrooms, full dormitories, and balanced bud- 
gets. The quality and relevance of their educational 
programs, however, frequently go unexamined. 

Re-examination and self-criticism is a terribly dif- 
ficult task for many liberal arts colleges. Such efforts are 
frequently ineffective because trustees, administrators, 
faculty, and alumni view their colleges from different 
perspectives and share no common frame of reference 
based upon a realistic understanding of the educational 
process in modern times. They may agree on statements 
of purpose and general principles, but this agreement 
often breaks down when tough decisions must be made 
as to how these principles are to apply in the programs 
and activities of the institution. The history of liberal 
arts colleges reveals the confusion which exists among 
those who support and operate these institutions. Too 
often trustees view their association with a college as 
an "honor" for themselves or a way of expressing sym- 
pathy for their own little school; administrators devote 
themselves primarily to institutional efficiency rather 
than to the task of providing a climate for creative 
thought, free expression, and individual growth; pro- 
fessors relax and view their colleges as places to live 
quietly with friends who believe as they do and to draw 
a pay check; and alumni regard their old college as a 
place to satisfy their nostalgic yearnings or as an out- 
let for their interest in athletics. These may sound like 
extreme examples but liberal arts colleges in America 
today are plagued by this kind of thinking far more than 
we might want to believe. 

Admittedly, the financial situation in many liberal 
arts colleges is critical, but this is not the fundamental 
problem. I submit that the most crucial problem and the 
one that is subverting the efforts of these institutions to 
remain viable is the absence of a realistic frame of re- 
ference wherein the objectives and the needs of these 
institutions are defined. As a consequence, those who 

Please turn to page 10 


In more leisurely days the task of the liberal arts col- 
lege was threefold: to preserve, transmit and increase 
knowledge. Preservation of knowledge was accomplish- 
ed through libraries and thoroughly trained faculty. 
Transmission of knowledge was achieved by the pro- 
fessor lecturing from his notes into the notebooks of 
his students or by those students' reading in the library. 
Increase of knowledge was accomplished through 
"solid" academic research — meticulous examination of 
historical and scientific minutiae. The knowledge it- 
self? Greek and Latin, later "modern" languages such 
as French or Spanish or German. Classics, ancient 
history, medieval history, modern history (to 1815 or 
1914). Rhetoric, later public speaking. Natural history 
■ — botany, zoology, chemistry, Newtonian physics, Eu- 
clidian geometry, biology, theology, religion, philosophy 
(usually Greek or Roman). 

The student came a raw freshman and filled up on 
four years of knowledge to be returned to his town or 
his farm an educated man. He knew his Livy and his 
Horace and his Homer. He could identify the constella- 
tions in the sky and the old myths which gave them their 
names. He had served his apprenticeship, gained his 
degree, and knew himself to be an educated man. Some 
few did go on to further study — their undergraduate 
education writ large. Some few did go into the outside 
world in home or foreign missions, returning with tales 
or faroff lands with heathen customs. Most did not. 

The college endured year to year, generation to gene- 
ration, adding a building here and there, turning out 
decent, civilized, humane graduates. The fact of grad- 
uation was often more important than the education 
which preceded the graduation itself. 

There was time in those days. Time for a four-year 
holiday from the real world outside the gates of the 
college. Time to read Scott's novels, each in three vol- 
umes (fit for cracking walnuts, they were, or driving 
fence posts, for that matter. ) Mark Twain could cite as 
evidence of Kipling's fame the fact that his stories were 
cabled, word for word, not mailed. British and French 
could clash at Fashoda in the depths of Africa, and 
the crisis could blow over before the rest of the world 
knew it had begun. There was time in those days and lei- 
sure. In a day when "leisure" is a problem, in a day 
when we are all so pressed for time, we may be for- 
given for our nostalgia of those days when the college 
could be a cloister, a place for calm reflection, an "ivory 
tower." Those days are gone. 

The "outside world" is no farther away than a TV 
set or a radio. We see our students coming to the col- 
lege far better trained and better educated than were 
the graduates of fifty years ago. They know more, and 
they know fewer things which are not so. The gates 
of the college are wide open, and there is no longer 

Please turn to page 1 1 


operate and support these colleges either focus on the 
wrong problems or work at cross purposes. Development 
is impeded because the energies and resources that are 
potentially available cannot be exploited with maximum 
benefit. To put it another way, effective solutions are 
not found because the fundamental problems have not 
been identified clearly. 

Does Guilford College suffer from this kind of 
fragmentation in its constituency? This is a difficult 
question to ask, but every liberal arts college that hopes 
to survive in the highly competitive world of higher ed- 
ucation must do so. The answer, of course, is a per- 
sonal one and can only be given by each individual 
member of the college's various constituencies. My own 
personal point of view is that our problems in this re- 
spect are far less serious than is the case in many com- 
parable institutions. We can take pride in the fact that 
Guilford is continuing its development perhaps at a 
faster rate than other colleges with greater resources. 
The fact that our support is increasing each year sug- 
gests that a realistic understanding of the purposes and 
needs of the college does in fact exist in many quar- 
ters. It is, of course, true that any institution experi- 
encing significant changes in administration, faculty, 
curriculum, and methods of operation will stimulate 
disagreement and criticism among its friends and sup- 
porters. We must recognize, however, that this is a 
healthy condition because it creates the ferment neces- 
sary for self-evalution and releases the energies neces- 
sary for growth. A college that is not engaging in self- 
criticism and not disputing about the functions it wants 
to perform is moribund. 

Is a salute for disagreement and, at the same time, a 
plea for a common frame of reference a contridiction? 
Indeed not. This disagreement and self-criticism must 
occur within a common frame of reference that rests 
upon a sensitivity to the realities of the educational 
process in today's world. I would like to suggest that 
those who are interested in the survival of liberal arts 
colleges as viable and competitive participants in the 
educational process begin thinking in the following 

First, we must begin by defining the colleges we sup- 
port as "educational institutions." A college is not a 
church, a family, an old home place, a sports club, or 
a property that belongs to any one person or group. 
A college is a pattern of human relationships wherein 
mature scholars and young students interact with 
each other in the hope of providing experiences that will 
stimulate everyone involved to use their talents in ad- 
vancing the cause of human worth and dignity in a 

world that remains too little concerned with these things. 
Thus, it is the function (what the college does) that 
counts. The structure of a college (formal organization- 
al features) is not important except to the extent that 
it establishes and influences the framework within 
which these relationships take place. Our attention to 
structure, therefore, must embody a more fundamental 
concern with the impact of structure on the interaction 
that occurs between faculty and students. 

The frame of reference I am suggesting must define 
a liberal arts college as a place where young people can 
mature as thinking, feeling, and caring individuals. It 
must further recognize the fundamental importance of 
the faculty. Trustees, administrators, and alumni per- 
form vital functions in the educational process; how- 
ever, in the final analysis, the quality and effective- 
ness of a college is dependent upon the faculty. The 
one most important factor that distinguishes a college 
from a research institute, business corporation, or any 
other type of educational institution is its teaching fa- 
culty. Therefore, one of the most important responsibi- 
lities of those who govern a college is to recruit and re- 
tain the very best faculty possible and to provide work 
situations which allow these men and women to engage 
students in a positive and productive way. 

This frame of reference also suggests that college 
trustees be men who are single-minded in their com- 
mitment to one institution. Most importantly, how- 
ever, this commitment must not be to formalities and 
appearances but to providing the means whereby the 
most productive relationship between faculty and stu- 
dents can be developed and maintained. Finally, this 
frame of reference calls for a certain kind of commit- 
ment from alumni and friends. Sympathy and good 
wishes are much appreciated but they are not enough. 
There must be sustained and effective support for the 
kinds of educational programs that small institutions 
are best equipped to sponsor. Specifically, these are 
programs in the arts and the humanities. Unfortunately, 
these are precisely the areas where alumni support is 
noticeably lacking. 

Small liberal arts colleges have made vital contribu- 
tions to the quality of American society, but their im- 
pact is declining and will continue to decline unless a 
stronger spirit of commitment and support takes root 
among those who supposedly are their friends. As I 
have tried to suggest, however, this must be a special 
kind of commitment which is based upon a realistic 
understanding of the nature of higher education in 
modern times and a sympathetic appreciation for the 

Please turn to page 30 



any such thing as the outside world. The students bring 
it in with them — even go out and drag it in, and hold it 
up and ask "What is this? Why should it be so? What 
can we do about it?" They too are pressed for time, 
and they want answers. 

How do the traditional tasks of the liberal arts col- 
lege fit in the contemporary world? Is a traditionally 
oriented education of any utility in a society where 
change is the rule of the game? It is easiest to weasel 
out of the question by saying "Yes and No." Preserva- 
tion, transmission, and extension of knowledge are still 
useful, even essential, in the world as we find it today. 
The nature of all three has changed, however. In an 
age in which the sum total of knowledge (or at least 
data) doubles every five years or less, the presevation 
of knowledge becomes a far different problem from what 
it was fifty years ago. Librarians, like mathematicians, 
now speak of "information storage and retrieval." 
They deal not only with books and magazines but with 
microfilms, phonograph records, tapes and microcards. 
The individual faculty member, like Alice and the Red 
Queen, must run faster and faster just to remain in the 
same place. Reading everything in your field is hardly 
possible in these days. 

The nature of transmission of knowledge has changed 
as well, though perhaps not so visibly. In many ways 
we still retain the old medieval arrangements — a lec- 
tern in front of a group of seats, notes on the lectern, 
notebooks on the seats, a professor at the front, a group 
of students in the seats. There are, however, some new 
items in the classroom: film, slide and overhead pro- 
jectors, tape recorders and phonographs, closed circuit 
TV, and telephone circuits. These are only a part of the 
transmission of knowledge. To study the Congress, you 
take a group to Washington. To study the United Na- 
tions, you take a group to New York. To study Europe? 
Right this way to the airport. On top of it all, the stu- 
dents take the classroom right out into the community, 
working in educational programs for the underprivi- 
leged, with political parties and candidates, in state 
and local government, on their own initiative. 

The faculty still extend their knowledge and that of 
the society through research and writing. More and 
more, however, this takes place outside the college gates 
as well as inside them. Perhaps the most striking change 
of all is that the students now do so as well. More and 
more education takes place outside the classroom. Often 
the quickest way to find out "what's happening" is to 
ask a student. 

In short, the college is no longer a sheltered en- 

clave set apart from the community. It is an integral 
part of the community and an increasingly important 
one. The old dividing lines are blurred, if not entirely 
erased. What is the meaning of the term "liberal arts," 
if this be the case? First of all, the traditional areas of 
study have not been done away with. Those who wish 
to study the classics can and do. More than that, in a 
time of change a knowledge of our roots in history be- 
comes more and more important. At the very least, the 
liberal arts graduate should have some sense of histori- 
cal perspective. Human society seems to have changed 
more than human nature. (Homer would recognize 
some of my students, at any rate.) Second, the liberal 
arts graduate must somehow be exposed to the most 
useful contemporary techniques for understanding the 
world in which he lives. If these techniques have strange 
names like "symbolic logic," "cybernetics," "linguis- 
tics," or "molecular biology," this does not blunt their 
importance. As President Eisenhower reminded us, 
"The future lies ahead." The techniques of the past will 
not suffice. Finally, the liberal arts graduate should have 
an inquiring mind. This is not a new educational goal, 
but it is still an important one. No one in this complex, 
rapidly changing world can afford to be without an in- 
quiring mind. We cannot do without them, for we have 
much to inquire into. 

A liberal arts college sells one thing — a frame of 
mind. The liberal arts graduate will, we hope, be inte- 
rested in the world around him. He will be interested in 
where we have come from, where we are, and where we 
are going. He will be able to place his interests in broad 
perspective, and to approach some body of information, 
draw conclusions from it, and present those conclusions 
to someone else in meaningful fashion. He will be able 
to do this whether he winds up a doctor, lawyer, teach- 
er, farmer, or shoe salesman. His concern will be with 
the world in which he lives, whatever his profession. 

As Franklin pointed out: "To get the bad customs 
of a country chang'd, and new ones, though better, in- 
troduce, it is necessary to first remove the Prejudices 
of the People, enlighten their Ignorance, and convince 
them that their Interest will be promoted by the pro- 
pos'd: and this is not the work of a Day." 

The task of the liberal arts college, and its grad- 
uates, is enlightenment in the broadest sense of the 
word. That this is not the work of a day is beside the 
point. The liberal arts graduate should be a person 
whose education continues as a part of everything he 
does, affecting those around him and the society in 
which he lives. 


MRS. MARTIN: "It is interesting and also sad to hear what my brothers and others have gone through. For 
the moment, though, they live relatively satisfactorily." 


Alma Martin: 

'Displaced Person' 

Estonian evacuee returns to Russia after 24 years 

Emily Hedrick 

Mrs. Alma Martin, who teaches Russian at Guil- 
ford College headed toward her native Estonia this 
summer after a 24-year absence, carrying gifts for her 
relatives, many of whom have now returned to their 
homeland from Siberia. Not only did her presents fail 
to get there, the trip turned out to be the most difficult 
and costly one she ever took. 

The retired home economics instructor, who describes 
herself as a "displaced person," has traveled extensively. 
But even though she has been to twenty countries, in- 
cluding a journey to Europe nine years ago, this sum- 
mer's trip included her first visit back to Estonia since 
she and her daughters evacuated from the country at the 
end of World War II. 

Her route took her from New York to Paris, where 
she encountered a public transportation strike. There 
she lost all her suitcases with her personal belongings 

and the presents she had bought or made for her rela- 

"My suitcases were probably stolen on the bus the 
airline furnished into the city," says Mrs. Martin. 
"Luckily, I have relatives and friends in London. When 
I got there I didn't even have a nightgown to sleep in. 
But I didn't care about my personal belongings, just 
the presents for my family." 

Because of the "red tape" involved with the Rus- 
sian officials, Mrs. Martin, a naturalized U. S. citizen, 
was unable to obtain a visitor's visa to enter the U.S.S.R. 
With much difficulty, however, she was able to acquire 
in Sweden a tourist's visa to the Soviet Union. There- 
fore, when she was finally allowed to enter Estonia, 
she could stay only within the confines of the capital 
city, Tallinn. 

Fortunately her two brothers live in Tallinn, but num- 


erous cousins, nieces, nephews, and friends had to come 
there to visit her. And even though she stayed with her 
brother, she had to pay $17 a day for hotel accom- 
modations which was part of her visa requirements. 

Mrs. Martin does not feel free to discuss her coun- 
try and the changes she observed there. She does ven- 
ture to say that now there are as many Russians as Es- 
tonians in the country, one of the fifteen Soviet Socia- 
list Republics. 

"It is interesting and also sad to hear what my broth- 
ers and others have gone through," says the native Es- 
tonian. "For the moment, though, they live relatively 

The two brothers with whom she was reunited were 
among the many Estonians who were deported to "an 
unknown destination" during World War II. For twelve 
years Mrs. Martin did not know whether they were 
alive or not. A third brother, she has found out, died 
in Siberia: the unknown destination. 

"But thanks to Khrushchev, two of my brothers and 
many relatives were released," she says. 

The retired professor, who lost her husband and son 
in the war, actually came back to the United States fol- 
lowing the Estonian occupation. She studied for her 
M. S. degree in home economics at Iowa State Uni- 
versity in 1926-27, sponsored by the International 
Education Board through her government. 

English was her primary handicap then, she admits. 
Having studied the language "only privately," on her 
own prior to her first trip to America, she did experience 
some difficulty in adjustment. Now she is fluent in 
the tongue, as well as several other European lang- 

In addition to studying in Leningrad and Tartu, Es- 
tonia, Mrs. Martin has done post-graduate work at Cor- 
nell University and at Middleburg College's Institute of 
Soviet Studies in Vermont. 

Before immigrating to the United States, Mrs. Martin 
had taught in several home economics and teacher col- 
leges in Estonia, but the last ten years there she worked 
as supervisor for the Estonian Ministry of Education, 
organizing and overseeing the women's vocational edu- 
cation in that country. 

"One of the reasons I chose to leave my native coun- 
try and come to the U.S.A. was that the communistic 
regime didn't approve the kind of 'bourgeois' educa- 
tion I was conducting," she states. 

In the meantime, before coming here, she lived 4'/ 2 
years in Germany as a "displaced person" working for 
the United Nations Relief and Rehabilitation Admin- 
istration and Church World Service (CWS) helping 
other displaced persons. 

As it turns out. her initial goal professionally was 
not to teach. She reflects that she was turned against 
the field because "my teachers didn't teach the stu- 

dents but the subject matter." But after decades of teach- 
ing, she now has grown to like it. 

As for Guilford (her "home" since 1949), she likes 
the school, "but there are too many changes ... it looks 
much different now. I don't know a third of the faculty 
any more. It has grown so much." She plans to stay 
here, however, "for the time being." 

Mrs. Martin has daughters in Cleveland, Ohio, and 
Hartford, Conn., as well as a foster daughter in New 
York. The latter has two sons, her only "grandchild- 
ren," one of whom is writing his doctoral dissertation 
in Helsinki, Finland. Mrs. Martin also visited there on 
her trip this summer. 

When asked about the origin of her name, Mrs. 
Martin explained that it is actually international, hav- 
ing no one common origin. "I'm at home with my name 
in many countries. 'Alma' is also very versatile — it's not 
Estonian, but Latin." 

Even though she does not bear a nationally-oriented 
name, Alma Martin is still very much aware of her 
background and sentimentalities for the land she left, 
and where she will never live again. 

EDITOR'S NOTE: Emily Hedrick '70 is a native of 
Lexington, N. C. She has worked summers as a writer 
for both the Lexington Dispatch and the Greensboro 
Daily News and Record. 


Homecoming Queen 1968 — Linda Willis 



Homecoming festivities October 26 featured 
a parade of floats, pretty girls, and the kilted 
'Pipes and Drums' During half-time of the Guil- 
ford-Presbyterian College football game, Presi- 
dent Grimsley Hobbs crowned 18 year-old 
freshman Linda Willis of Greensboro Home- 
coming Queen. The Blue Hose of Presbyterian 
defeated the spirited Quakers by a score of 
21 to 7. 


0#W fH£ 9UJE H05i 


Basketball Team Faces Rebuilding Year 

To characterize the fortunes of the 1968-69 Guilford 
College basketball team, you have to think along the 
lines of a rebuilding year. 

The Quakers of Coach Jerry Steele have lost nine 
lettermen from last season's championship squad which 
compiled an outstanding 25-5 record and an unprece- 
dented third-straight NAIA District 26 championship. 

The top departees include the All-Conference trio of 
Bob Kauffman, Pat Moriarty and Ed Fellers. Also lost 
from the Quaker line-up are guards Bo Whitaker, Bob 
Bregard, Rodney Gaylord and Tom Loftus along with 
forwards John Brooks and Richie Allen. 

Three lettermen returning to lead the Steelemen are 
Bert Feik, Chris Kline, and John Dixon. There is cause 
for optimism though, as talented freshmen Jerry Crock- 
er, Tom Ennis, and David Smith along with transfers 
Chris Crowell and Ed Dyer join the squad 

Following the withdrawal of Appalachian State Uni- 
versity, the Carolinas Conference this season numbers 
ten teams, and again the favorite is a mystery as any 
number of teams can be afforded this role. 

High Point, led once again by All-American Gene 
Littles, returns their entire starting lineup and has to be 
ranked on or near the top. Catawba, with Dwight Du- 
rante and Garland Davis, both All-Conference, is an- 
other contender. Atlantic Christian returns four starters 
as do the Elon Fighting Christians. 

Another exciting season is already underway, and 
don't be too surprised if the Guilford Quakers have their 
name among the top contenders by tournament time. 

Wrestling Schedule 

Dec. 6 Washington & Lee Away 

7 V. M. I Away 

10 N. C. Wesleyan Home 

11 N. C. State Home 

13 Campbell Home 

14 Elon Home 

16 Methodist Home 

Jan. 1 1 Wilmington Away 

13 UNC-Greensboro Away 

14 Elon Away 

Feb. 6 N. C. Wesleyan Away 

7 Wilmington Home 

12 Davidson Away 

15 UNC-Chapel Hill Away 

17 Campbell Away 

Basketball Schedule 

Nov. 29-30 Gate City Tournament .... Grimsley High 

Dec. 7 Wilmington Home 

10 Pfeiffer Away 

12 Catawba Home 

14 Atlantic Christian Away 

16 Washington & Lee Away 

27-28 Holiday Tournament .... Grimsley High 

Jan. 4 Catawba Away 

6 Greensboro College Home 

11 Newberry Home 

13 Elon Away 

27 Presbyterian Away 

29 High Point '.. Greensboro Coliseum 

Feb. 3 Pfeiffer Home 

5 Atlantic Christian Home 

8 Wilmington Away 

10 Presbyterian Home 

12 Lenoir Rhyne Away 

17 Lenoir Rhyne Home 

19 High Point Greensboro Coliseum 

22 Elon Home 

26 Carolinas Conference Tournament 

Winston-Salem Coliseum 

Sports Scoreboard 




Washington & Lee 



Elon 21 



Western Carolina 35 



Samford 26 



Lenoir Rhyne 49 



Presbyterian 2 1 



Newberry 25 



Emory & Henry 44 



Catawba 33 



Appalachian 29 




Belmont Abbey 3 



Campbell 5 



Erskine 2 



N. C. Wesleyan 1 


N. C. State 2 


Pembroke 1 


Appalachian 2 


St. Andrews 5 



Methodist 1 



Wilmington 1 



Pfeiffer 2 


A lot 

has happened 


since M. C. Henley 

took this photograph of 

Founders Hall in 1875 

and a lot more 

is going to happen 

thanks to the 


1968-69 GOAL 


If you have not yet contributed to the Loyalty Fund, please do so before May 31, 1969. 

Unrestricted gifts to the Guilford College Loyalty Fund provide for such things as faculty salaries, classroom aids, labora- 
tory equipment, and library materials. 




Eighty-six state and national leaders accepted invi- 
tations to serve on the first Guilford College Board of 
Visitors, President Grimsley T. Hobbs announced re- 

Among the distinguished civic, business, profession- 
al, educational, and religious leaders to be named mem- 
bers of the newly formed board are former Governor 
Terry Sanford; Dr. William Friday, president of the 
Consolidated University of North Carolina; and Dr. 
Lewis Mayhew, professor of higher education at Stan- 
ford University. 

According to Dr. Hobbs, the board has been formed 
"to aid the present and future program of the college 
by advising with the President and other administrative 
officials." He describes its functions as interpreting the 
college to specific groups, reporting public reaction to 
the college, and helping Guilford accomplish its objec- 
tives as a Christian liberal arts college. 

During the first annual Board of Visitors Weekend, 
November 15-16, the members saw Guilford's educa- 
tional program in operation and participated in the life 
of the college. 

The two-day program included classroom visits, dis- 
cussion groups, and a seminar on "The Problems and 
Opportunities in Private Higher Education," led by 
Dr. Sharvy Umbeck, president of Knox College, Gales- 
burg, 111. The board members were also special guests 
at the football game between Guilford and Catawba 

During the main business session, an executive com- 
mittee of the Board of Visitors was elected. Arnold A. 
Schiffman of Greensboro, acting chairman of the board, 
presided over the business meeting. 

Members serving three-year terms on the Guilford 
College Board of Visitors from Greensboro are as 
follows: W. H. Andrews, Jr.; Mrs. Britt M. Armfield; 
Edward M. Armfield; Mrs. Nathan M. Ayers; Mr. & 
Mrs. Edward B. Benjamin; Jack V. Berry; E. A. Besch- 
erer; Mrs. David M. Brown; Joseph M. Bryan, Sr.; 

Howard E. Carr; Benjamin Cone; Ceasar Cone; Stark 
S. Dillard; G. C. Eichhorn; C. C. Fordham, Jr.; Mrs. 
Marietta Forlaw; Stanley Frank; Clifford Frazier, Jr.; 
J. W. Gawthrop; Charles Gold, Jr.; Carson H. Grant- 
ham; Russell F. Hall, Jr; John Harden; John B. Hat- 
field; N. P. Hayes; 

C. O. Jeffress; Mr. & Mrs. J. A. Kellenberger; Huger 
S. King; Mose Kiser, Sr.; Mr. & Mrs. Ted H. Lind; 
John Van Lindley; William B. Little; Sidney Low; E. 
H. McBane; L. P. McLendon, Jr.; L. K. Mann; J. 
Elwood Mitchell, Sr.; Charles F. Myers, Jr; Charles W. 
Phillips; Mrs. L. Richardson Preyer; Arnold A. Schiff- 
man; Miss Jeanette D. Sievers; R. Hobart Souther; O. 
F. Stafford; Mrs. Sidney J. Stern, Jr.; Thomas I. Storrs; 
Robert G. Trosper; C. M. Vanstory, Jr.; P. J. Weaver; 
Charles B. Welborn; Bland W. Worley and Edward R. 

In-state members are:Orton A. Boren, Pleasant Gar- 
den; William J. Burton, Charlotte; John W. Clinard, 
Jr., High Point; Mrs. Alyse S. Cooper, Burlington; J. 
William Copeland, Murfreesboro; Charles A. Dukes, 
Durham; Nereus C. English, III, Thomasville; Thomas 
R. English, Jr., High Point; George Finch, Thomas- 
ville; Dr. William Friday, Chapel Hill; 

John Haworth, High Point; L. Lyndon Hobbs, Shel- 
by; O. Arthur Kirkman, High Point; Paul S. Nunn, 

Edwin A. Bescherer addresses the Board of Visitors after his election 
as chairman of the board's executive committee. Bescherer is execu- 
tive director of Bell Telephone Laboratories in North Carolina. Other's 
elected were John Harden, vice chairman, and Stanley Frank, secretary. 
Committee members-at-large are: Arnold Schiffman, C. 0. Jeffress, Will- 
iam A. Tomlinson, and Herbert T. Ragan. 


Winston-Salem; Mr. & Mrs. George C. Parker, George; 
Herbert T. Ragan, High Point; Mr. & Mrs. William G. 
Ragsdale. Jr.. Jamestown; Terry Sanford, Raleigh; Will- 
iam A. Tomlinson. High Point; John Hugh Williams, 
Concord; Mrs. James H. Semans, Durham; and Ernest 
G. Shore, Winston-Salem. 

Out-of-state members are: Dr. Edgar V. Benbow, 
Upper Key Largo, Fla.; Dr. James M. Godard, Atlanta, 
Ga.; Frank Leighton, New York, N. Y.; Oscar O. 
Marshburn, Whittier, Calif.; Dr. Lewis Mayhew, Stan- 
ford, Calif.; J. Warren Mitchell, Atlanta, Ga.; Dr. Mor- 
gan B. Raiford, Atlanta, Ga.; Herbert S. Sawyer, Miami, 
Fla.; E. P. Scott. Ormond Beach, Fla.; Bradshaw Snipes, 
Moorisville, Pa.; and Miss Anna Lord Strauss, New 
York, N. Y. 

money or other appropriate material. 

Presently a steering committee is being formed for 
the group which is expected to number some two hun- 
dred members. 

Invitations with informal brochures and member- 
ship rates are expected to be ready by late December. 
Membership will be both by invitation and by applica- 

All persons interested in membership or committee 
work may contact the Director of Libraries in advance 
of the invitations. 

Off-campus Seminars Offered 

Guilford Joins Consortium 

Guilford College has entered into a cooperative pro- 
gram with neighboring Greensboro and Bennett Col- 
leges. For the first time the three Greensboro institu- 
tions are attempting to pool their resources, thus en- 
riching their respective programs. 

Dr. Frederic Crownfield, the appointed director of 
the consortium and religion professor at Guilford, 
states the purpose of the mutual cooperation program 
is to make each school "a better college as it sees itself." 
Although resources will be pooled, he says each col- 
lege will still retain its "distinctive flavor." 

"We must be what we want to be and be it better 
than we'd be if we had to be it alone," says Crownfield. 

According to Crownfield, the keynote of the pro- 
gram is "enrichment." The three institutions are now 
working out their class schedules to facilitate student 
exchanges. Library resources, academic courses, and 
guest lecturers are also being shared by the colleges 
this year. 

Library Friends Organize 

Plans were announced recently for the formation of 
an organization to be called Associates of the Guilford 
College Libraries. 

According to Herbert Poole, director of libraries, the 
purposes of the organization will be: to serve as a 
medium through which friends of the libraries may 
advance their own intellectual pursuits and share their 
enthusiasm for books; to provide a more thorough un- 
derstanding of the college libraries, their quality, oppor- 
tunities, limitations, and responsibilities; and to attract 
to the college libraries, by bequest or by gifts, books, 

Four off-campus educational seminars are being of- 
fered to Guilford students this year, each providing 
college credits. 

The first seminar in New York City December 14-21 
provided students the opportunity to explore and re- 
search important national and world problems in three 
study areas. Under the guidance of the political science 
department, students studied city government and the 
complex problems with which cities must deal in suc- 
cessfully meeting the changing needs of a growing 
population. Resources were drawn from the local gov- 
ernment of New York City. 

Sociology students and department leaders investiga- 
ted the problems of the inner-city and their human con- 
sequences: housing, health education, employment, 
race, delinquency and recreation. The history depart- 
ment guided students through the United Nations and 
examined its role in an increasingly interdependent 

The first two days of the week-long seminar included 
a survey of the United Nations and tours-of-observa- 
tion through the city. The remaining four days were 
spent in lectures, discussions, and visits to various in- 
stitutions. Students participating in the New York semi- 
nar earned one hour of college credit. 

A second seminar, also to be conducted in New 
York City, will focus on contemporary society and the 
arts. About forty students will participate in the week- 
long program scheduled for mid-January. They will 
become acquainted with leading museums, art galleries, 
and theatrical companies. The seminar carries one hour 
of credit. 

A Washington seminar is being planned for the 
spring semester break. The week-long seminar for one 
hour's credit will examine the problems of government 
and education. 

Seminars Abroad, instituted three years ago, is be- 
ing expanded to accomodate fifty students for the 1969 


summer tour. The students will meet other students in 
foreign countries and learn something of their govern- 
ments and way of life, plus visit museums and places 
of historic and cultural interest. The 70-day tour will 
be spent in 13 countries and 16 major cities. Prior to 
the European tour, the students will attend a two-day 
briefing session in Washington, D. C. with European 
embassy officials. The study-tour carries three hours 
credit and will cost about $1600. 

According to the co-ordinator of the off-campus 
seminars, Claude Shotts, these seminars put students 
'"in the arena of education" and allows them to "study 
history where it is being made." 

Arts Series Scores Success 

In its inaugurating season the Guilford College Arts 
Series has scored a "tremendous success," says Clifford 
B. Lowery, coordinator of the series. 

Lowery reports that during the membership drive 
nearly 400 season tickets were sold to alumni and 
friends in the community. Faculty and staff member- 
ships number over 150. 

During its first week alone an estimated 2000 per- 
sons attended a concert by a classical guitarist, a dance 
recital, a French film, and a lecture by Georgia legisla- 
tor Julian Bond. 

Programs scheduled for early 1969 include a lecture 
by civil rights leader James Farmer on March 6 and per- 
formances by both the National Pantomime Theatre 
and the Frances Alenikoff Theatre of Song and Dance. 
The latter two events are set for February 4 and March 
1 1, respectively. 

The film series to be presented Wednesday evenings 
during the spring semester will trace the development 
of cinematography from the early "Birth of a Nation" 
to the avant-garde film "Blood of a Poet." 

Admission tickets can still be purchased for indi- 
vidual performances. All programs are scheduled for 
Dana Auditorium at 8: 15 p.m. 

Inquiries can be addressed to the Guilford College 
Arts Series, Guilford College Union, Greensboro, N. C. 

A new dormitory for 208 men was completed in October. The three-story structure, costing over $800,000, 
provides its residents with the most modern, livable, and conducive quarters for study on campus. Each room 
is air-conditioned, carpeted, and contains built-in furnishings. 

The dorm is constructed in four separate units around an open courtyard with outside private entrances 
and recessed stairways leading to each group of suites. 

One first floor unit contains a lounge, a conference room, and kitchenette. Two apartments for resident 
counselors are located on the second floor. Each unit containing identical four-room suites has a private bath 
and lounge area. 



Guilford College began its 1968-69 academic year 
with a record enrollment of 1059 students at its resi- 
dential campus. According to Registrar Floyd Reynolds, 
this represents an increase of 74 students over last year's 
fall term enrollment. 

The enrollment figures include 382 new students. 
The freshman class has 338 members, and there are 34 
students who transferred from other colleges, reports 
Reynolds. He lists the other classifications as: sopho- 
more. 256; junior, 180; and senior, 228. Three students 
are performing graduate study in religion. 

The students, 54% of them males, hail from thirty 
different states coast to coast. North Carolinians are 
in the lead with 682 students for 65% of the enroll- 
ment. Just behind Tarheelia in supplying Guilford stu- 
dents is Virginia with 101 and Maryland with 46. New 
Jersey, New York, and Pennsylvania each furnish 37, 
36, and 32 students, respectively. 

The enrollment breakdown further reveals the in- 
state students are from 59 of the state's 100 counties. 
Three hundred are from Guilford County, 231 of them 
listing Greensboro addresses. Neighboring Forsyth 
County is home for 64 students. Forty-three are from 
Surry County. Randolph, Rockingham, and Mecklen- 
burg Counties claim 23, 22, and 21 students are theirs, 

Foreigners number nine. The nations of Canada, 
Chile, Cuba, Dominican Republic, India, Japan, Jordan, 
Korea, and Venezuela each have sent one young scho- 
lar apiece. 

Though a Quaker-related institution, members of the 
Religious Society of Friends number only 149 or 14% 
of the student enrollment. Methodist and Baptist is the 
religious affiliation of 271 and 165 students, respective- 
ly. Behind the Quakers, ranking third in numbers, are 
the Presbyterians, Episcopalians, and Catholics. In all 
25 different religious denominations or sects are listed 
by Guilford students. 

As for the descendents of former students, they num- 
ber only 106 or 10% of the total enrollment. 

While enrollment at the residential campus hit a 
new high, the Downtown Campus of Guilford College 
experienced a 12% decrease in enrollment. Robert T. 
Willis, registrar of the downtown Greensboro campus, 
reports the enrollment is 725, down 139 from last year. 

Willis' breakdown of the enrollment, according to 
programs, is as follows: college credit, 542; business 
education program, 92; high school division, 28; and 
special adult education, 63. 

"The decrease," he says, "is mainly attributable to a 
decline in enrollment in the business education and spe- 
cial adult education programs. This is where we had 
the sharpest drop." 

Willis indicates improved secretarial courses in se- 
condary schools have caused fewer high school grad- 
uates to seek additional secretarial training. Also, only 
two special courses for adults, both in interior decora- 
ting, are being held the fall semester. 

Willis points up, however, the enrollment in the col- 
lege credit program has remained stable. 

'Radicals Must Be Contained:' 

May hew 

"If colleges and universities are to survive, they must 
face the problem of how to contain the radical student 
element," says noted California educator, Dr. Lewis 
Mayhew. Mayhew, professor of higher education at 
Stanford University, made the statement at the first 
Guilford College faculty meeting of the academic year. 

The visiting speaker warned that institutions can be 
brought "to a grinding halt" if the radical left is suc- 
cessful in making inroads into the majority of the stu- 
dent body. 

Mayhew identified this radical group as "nihilistic" 
youth making up one or two percent of the student 
population. He described them as alienated, disen- 
chanted students who believe "society is so bad that the 
only solution is to destroy it all and try to rebuild it." 

"I am persuaded, however, that the basic solidarity of 
American institutions permits them to be reformed 
without being destroyed," he said. 

Mayhew informed the Guilford faculty members that 
colleges and universities should take steps to develop 
healthier climates, thus easing the chances of student 
unrest. Preventive measures, he said, include the re- 
moval of the institution from governing student life and 
the establishment of total student jurisdiction over dis- 
ciplinary measures. 

He also noted the need for improved living conditions 
in student residence halls and for greater freedom in the 

Campuses are vulnerable to student unrest and up- 
rising, said Mayhew, if they ignore racial progress, fail 
to provide channels for hearing student opinions, and 
overemphasize graduate instruction while ignoring 
undergraduate training. 

Specific issues he sees as likely to increasingly "bug" 
the radical students are ROTC military training, cam- 
pus recruitment, and faculty promotion policies. 

Turning to the need for the faculty's own reassess- 
ment and introspection. Dr. Mayhew said colleges "must 
develop the concept that teaching is a helping profession 
rather than disciplinary." He sees colleges as providing 
a service designed to help students develop. 

Mayhew said that institutions must now begin to ac- 
cept the profound changes in the college population. 
"There ought to be an honest comparison of what the 
curriculum is and what the students want," he said. 


Students Take 
'Time Out' 

On October 29 Guilford College students joined col- 
lege students from all across the country in taking 
"Time Out" to discuss the issues. 

The program, under the auspices and guidance of 
the National Student Association (NSA) was co-ordi- 
nated on the campus by Vicki Wyszynski, a freshman 
Richardson Fellow from Chapel Hill. 

The purpose of the day, according to Miss Wyszyn- 
ski, was "to examine the issues facing students today 
and, further, to define what their role should be in 

Among the planned activities were a speech by Char- 
les Morgan, American Civil Liberties Union attorney 
from Atlanta; seminars on curriculum changes, insti- 
tutional racism, the draft, and community action; a 
"speak-out" where students and faculty alike could air 
gripes; and a city-wide march to the courthouse lawn 
for a "teach-in." 

Morgan, was received by a rather small but enthusi- 
astic audience. He spoke on the growing ineffectiveness 
of the nonviolent movements, the apathy on the South- 
ern college campus, and the then-impending national 
election. He described himself as "the only man in this 
country who thinks Hubert Humphrey can win." 

In further statements, Morgan said that the situation 
on typical Southern campuses, where there is a notice- 
able lack of political activity, is that of "the bland 
leading the bland." 

"The academic community all over the country is a 
disinvolved and a disenchanted one, leaning away when 
at all possible from the politics of controversy." 

"A lot of students may want a revolution, but they 
are evidently not willing to fight for it." He then cited 
student activity at the Chicago Democratic convention 
as an example of unsuccessful attempts at getting into 
the political process. 

Morgan, who spoke later in the day at the court- 
house teach-in, represented Capt. Howard Levy, the 
Army doctor who was court-martialed for allegedly 
refusing to treat Vietnam-bound soldiers. He also ar- 
gued the Julian Bond case before the U. S. Supreme 
Court and is now involved in legal action for Moham- 
med Ali (Cassius Clay). 

Participation in the Time Out seminars was less than 
anticipated, partially attributed to the fact that the fac- 
ulty and administration did not officially endorse the 
project. Much controversy was raised among faculty 
members because the day was planned before oppor- 
tunity for approval or rejection was given. Question- 
naires were distributed to the faculty approximately a 

week prior to the day, asking them to indicate their 
view on the program. 

The reaction tended to be, at that point, rather ve- 
hement. Whereas some teachers were agreeable to the 
schedule and did not object to their students cutting 
classes, others were indignant about the "tearing down 
of the only formal structure I have to build my classes 

Dr. Rudy S. Behar of the English Department, who 
first of all opposed the manner in which and the time 
at which the faculty were notified, said that he, for one, 
Resented being given an ultimatum. 

"Either we were suppose to be for it, apparently, 
or totally against it. I refuse to stuff my humanity into 
one of two little boxes. I didn't want to be somebody's 
patsy, but I didn't, on the other hand, want to be labeled 
a fink. ... If the students were really sincere about 
wanting a 'time out' to discuss their problems, why 
didn't they choose a Saturday, when they wouldn't inter- 
fere with classes?" 

As it turned out, only about 200 Guilford students 
participated in the program, those being, noticeably, 
the more active students who are habitually involved 
in campus affairs. The seemingly most popular feature 
was the speak-out on Founders Porch, at which Deans 
Barbara Rau, Jerry Godard, and William Lanier dis- 
cussed various rules and regulations with the approxi- 
mately 80 students who gathered there. Students also 
raised questions among themselves, such as the cam- 
pus newspaper and Student Legislature. 

The several seminars during the course of the day 
were not as well attended as the speak out. However, 
the reaction toward them seemed favorable. At the 
meeting on the draft, approximately 40 persons, in- 
cluding a representative from the American Friends 
Service Committee and Dr. Carroll Feagins, discussed 
consciencious objection; twenty-five met with Dr. Will- 




to the 





'Time Out.' 


iam Burris to review the establishing of a free univer- 
sity at Guilford; and about a dozen enlisted in com- 
munity-oriented activites, resulting in the reinstatement 
of GUTS (Greensboro United Tutorial Service) on the 

The "solidarity march" in the afternoon was aimed 
at solidifying relations with other area college students 
and voicing the potential of student involvement in the 
community. Charles Morgan joined Will Allred, di- 
rector of the State Council on Human Relations; Terry 
Ashe of UNC-Greensboro, local NSA representative; 
E. A. McCoy of A & T State University and others in 
speaking to the nearly 500 students who congregated in 
49-degree weather on the courthouse grounds. 

A repeated theme for the speakers was to remind 
the Greensboro students populace of their capacity 
for influencing the city not only in matters of economics 
but also of social service. One young speaker called for 
"student power, determination, awareness, and in- 
volvement. In return for our services, we ask the sup- 
port of the community." 

He was among the several who chided the city for 
ignoring the potentialities of its college population in 
the realms of, for instance, education and politics. As 
Allred put it, "What this city needs is to be kicked in 
the pants." "Positive activism" on the part of the stu- 
dents was suggested to be the answer to "awakening" 
the city. 

The marchers, who came in two large blocs from the 
opposite ends of town, were escorted by a sizable force 
of policemen and sheriffs deputies. The predominantly 
white group from UNC-G, Greensboro College, and 
Guilford remained comparatively unanimated until the 
Black students from Bennett College and A & T 
showed up chanting "Hey, hey, Say it loud: I'm Black 
and I'm proud!" Many carried posters reading "Are 
Students Niggers Too?" "Loving People is Beautiful," 
and "To Hell with the Establishment." 

The tone of the gathering changed markedly with 
their arrival, but no incidents occurred; the marchers 
proved their contention that an orderly, peaceable 
demonstration could be carried out. 

The Time Out Day as a whole, though not so suc- 
cessful in support and participation as hoped, did serve 
to confront a substantial segment of the student body 
with a number of pertinent issues — issues in which the 
individual, as Time Out emphasized, still must find his 
own role. — Emily Hedrick '70 

Hilty Opposes Travel Ban 

A position paper by Hiram H. Hilty in opposition 
to proposed travel restrictions on U. S. citizens was pub- 
lished in the Congressional Record, August 2. Hilty's 
testimony on behalf of the Friends Committee on Na- 
tional Legislation was presented before the Senate 
Foreign Relations Committee. (The legislative commit- 
tee provides members of the Society of Friends the op- 
portunity to express their convictions concerning legis- 
lation of special interest.) 

In his testimony Hilty voiced strong objections to 
a Senate proposal authorizing the Secretary of State to 
restrict the travel of U. S. citizens. Hilty stated that the 
bill "assumes that the travel arrangements of American 
citizens are no longer a matter of personal preference, 
but a tool of U. S. foreign policy." 

"Quakers firmly believe that intervisitations across 
national and cultural lines can help build that under- 
standing and tolerance which are an essential ingredient 
of peace. In keeping with this view, we believe Ameri- 
cans should be encouraged to travel abroad, and non- 
Americans, of whatever political persuasion, should be 
encouraged to come to the United States, so that we 
can learn from each other," said Hilty. 

Hilty elaborated upon his position by detailing "the 
adverse effects of current restrictions on travel to Cuba." 
He proposed in behalf of the Quakers that trade with 
the Cubans be resumed and that travel restrictions to 
the island nation be lifted. 

In conclusion Hilty stated, "Americans should be 
allowed to go to all countries at their own risk. In our 
view, the possibility for building a more peaceful inter- 
national community of nations would be increased, if 
present travel restrictions were rescinded rather than 

Hilty is Chairman of the Department of Foreign Lan- 
guages and Professor of Spanish. 


Maurice T. Raiford, instructor in physicis, presented 
a paper at the annual fall meeting of the American Phy- 
sical Society in Miami Beach November 25-27. 

The paper, entitled "Statistical Dynamics of Quan- 
tum Oscillators and Parametric Amplification in a Sin- 
gle Mode," was an outgrowth of his research in the field 
of quantum optics. 

Raiford earned his B.S. degree from Guilford College 
in 1961 and his M.A. from William and Mary College. 
He is currently working towards his Ph.D. in physics 
at Duke University. 

An article co-authored by E. Newsom Williams and 
Dr. Lewis P. Aiken appeared in the August 1968 issue 
of Perceptual and Motor Skills. The title of the article is 

"Three Variables Related to Reaction Time to Compare 
Single-Digit Numbers." Williams is an instructor in 
psychology. Aiken, chairman of the psychology depart- 
ment, is on a leave of absence for post-doctoral study 
at UCLA. 

Clemmons Counsels Students 

Special psychiatric counseling services are being pro- 
vided to Guilford College students this year by Greens- 
boro psychiatrist, Dr. R. S. Clemmons. This is the 
first year a trained psychiatrist has been retained by 
i the college to counsel students with emotional problems. 

Dr. Clemmons, a 1954 alumnus of Guilford and a 
graduate of the Duke Medical School, holds regularly 
scheduled appointments on the campus. He has re- 
sponsibility for initial interviews with students and di- 
rects inservice training sessions for faculty and staff. 

Class Agents Kickoff Fund Drive 

More than fifty class agents and friends of the col- 
lege marked the start of Guilford's third annual Loyalty 
Fund drive with a strategy mapping session during 
Class Agents Day, October 12. 

After a morning coffee session at the home of Presi- 
dent and Mrs. Grimsley T. Hobbs, the first order of 
business was a workshop session on class solicitations. 
The meeting offered agents the opportunity to raise 
questions before and after formal presentations by 
Jack E. Tilley, president of the Alumni Association; 
Robert A. Newton, chairman of the Loyalty Fund cam- 
paign; and William Benbow, director of Alumni Affairs. 

The speakers stressed the importance of the Loyalty 
Fund in meeting the most urgent needs of the college. 
It was pointed out that unrestricted gifts provide for 
such things as faculty salary increments, equipment for 
classrooms and laboratories, books and periodicals for 
the library, expanded administrative services, and even 
utilities and maintenance. 

Following a noon-time buffet luncheon in Founders 
Hall, M. Henry Garrity, director of development and 
alumni affairs at Wake Forest University, delivered an 
address. Garrity told his audience of class agents, trus- 
tees, and friends that Guilford College is not "unique" 
or "alone" in its problems. He emphasized that many of 
the problems confronting the college exist at other insti- 
tutions in the state and around the nation. Only the "in- 
tensity" or degree of the problems may vary, said Gar- 

During the eight-month campaign now underway, 
class agents will seek contributions from over 7000 
fellow alumni towards a $60,000 Loyalty Fund Goal. 
This is a $20,000 increase over last year's goal. Partici- 
pation is aimed at over 1500 donors. In its first two 
years alone the Loyalty Fund has raised over $82,000. 




Louise Thurber Honey cutt of 3308 
Raeford Rd., Orlando, Fla., has become 
a technical librarian in the Winter Park 
Public Library. She previously was a 
technical librarian with the national 
space program. 


Warren B. Bezanson of 1402 Canter- 
bury Rd., Greenville, is professor of Eng- 
lish and Assistant Dean of Academic 
Affairs at East Carolina University. 


Mamie Rose McGinnis Wilkerson of 

300 Hyslep Ave., Westfield, N. J., is 
now Director of Pupil Services, Roselle 
Park Public Schools. She also serves as 
an elder in the Presbyterian Church of 
Westfield, is on the Board of Directors 
of the Presbyterian Community Center of 
Elizabeth, N. J., and is a member of the 
Synod of N. J. Presbyterian Counseling 


J. Floyd (Pete) Moore and his wife 
Lucretia, observed their 25th wedding 
anniversary by taking their family on a 
cruise to Western Europe, visiting areas 
in which Pete worked or visited on be- 
half of various Quaker concerns during 
the past 20 years. They had a delightful 
visit with Udo Gengenbach, '54, of Pfor- 
zheim, West Germany, who sent greet- 
ings to all fellow Guilfordians. 


Berlene Pearson Gant is a teacher of 
the educable mentally retarded, Wilkes- 
boro School, Wilkesboro. 


Jean Walsh Desebaeups of Great Oak 
Rd.. East Orleans, Mass., was elected 
Town Clerk last year for the town of 
Orleans. Previously, she has been in 
commercial banking. She and her hus- 
band Paul have three children. 


Mary Elizabeth Barney Baker and Ben 
Baker '51 are living at 2102 N. Heritage 
St., Kinston. He is now in private prac- 
tice in pediatric dentistry after being on 
the faculty of the University of North 
Carolina Dental School for five years. 
He is the author of a dental auxiliary 
textbook, "Clinical Sciences," which won 
first prize in U. S. correspondence inst- 
ruction textbooks competition, category 
of science. 


Richard W. Hoyle and his wife Caro- 
line Hopkins Hoyle '51 now make their 
home on R.F.D. Hayes Mill Rd., Atco, 
N. J. He is an installer for Western Elec- 
tric Co. They have five children. 
W. Lane Kerr has been appointed Direc- 
tor of Information Services and part- 
time instructor in English at High Point 
College. Previous to his employment at 
HPC, he had been a staff writer for the 
Greensboro Daily News. He and his 
wife and children reside at 714 Mont- 
lieu Ave., High Point. 


James Finch is beginning his third 
year as principal of Annandale High 
School, Annandale, Va. 


Sam H. Shugart was recently given 
special recognition in the Goldsboro 
News- Argus as a personality in the news. 
Since 1966 he has served as principal of 
the Walnut Street Elementary School in 
Goldsboro. He is also president of the 
local N.C.E.A. chapter. He and his wife 
Mae Nichols Shugart make their home at 
108 Hilldale Lane, Goldsboro. 

Thomas S. Whitlock, a real estate ap- 
praiser for the State Highway Commis- 
sion for the past six and one-half years, 
has resigned his state position to open 
his own appraisal office. He has been 
in the appraisal profession for 13 years. 
He resides at 73 Robin Hood Circle, 


Colin R. Edwards, field underwriter 
in the Greensboro office of the Home 
Life Insurance Company of New York, 
was awarded the Chartered Life Under- 
writer designation at national confer- 
ment exercises of the American College 
of Life Underwriters in Philadephia, Pa., 
on Sept. 6. He has qualified for both 
the National Quality Award and the Na- 
tional Sales Achievement Award of the 
National Association of Life Under- 

Dr. Willis P. Maier has been promoted 
from instructor to assistant professor of 
surgery at Temple University School of 
Medicine in Philadelphia. 


Barbara Shepherd Garrison was re- 
cently appointed reference librarian of 
N. C. Wesleyan College in Rocky Mount. 
She previously served as a classroom 
teacher both in N. C. and Texas. For the 
past two years she has been a part-time 
instructor of library science at East Caro- 
lina University. She is a member of the 
N. C. Library Association. 


Barbara Hart Kearns, her husband 
Scott and their thirteen-month old son 
are living at 7244 Highland Ave., Kansas 
City, Mo. 

Charles H. Myers was named manager 
of the Greensboro district office of the 
Social Security Administration. He will 
oversee SSA operations in the four- 
county district comprised of Alamance, 
Caswell, Rockingham and most of Guil- 
ford County. He joined the SSA in 1956. 


Edwin Wiles is returning to Southern 
Pilgrim College in Kernersville to head 
the science program after a two-year 
leave of absence. He has served the col- 
lege for nine years. He has just finished 
his Ph.D. in science at N. C. State Uni- 
versity in Raleigh. 


Nicole Schreiner and William C. Vogel 
were married Sept. 1. They live in San 
Francisco, Calif., where he is an account 
executive with an advertising agency. 

Alvin Jaffee recently started a prac- 
tice in pediatrics in Houston, Tex. He is 
also on the staff of the Baylor University 
School of Medicine in charge of the 
pediatric outpatient department at Her- 
mann Hospital. 

William B. Wallace recently completed 
an intensive two-part program in pharma- 


ceutical sales conducted at Eaton Labora- 
tories in Norwich, N. Y. He is now as- 
signed to a sales territory headquartered 
in Philadephia. He, his wife Marva Ann 
Bowen and their three sons live at 30 
Strawbridge, Ave., Westmont, N. J. 

Annabella Elias Juchter and John P. 
Jucbter '59 are now living at 331 Link 
Rd., Waynesboro, Va. John is an elec- 
tronics technican with General Electric 
Co., Aerospace Electrical Equipment De- 


Robert D. Marsh has been appointed 
chief of the High Point bureau for Fair- 
child Publications, Inc. He heads one of 
Fairchild's 40 news bureaus around the 
world. Fairchild, with home offices in 
New York City, publishes seven business 
newspapers. He and his family live at 
606 Spruce St., High Point. 


Betty Chilton Rierson and her hus- 
band William F. Rierson Jr. '61 an- 
nounce the birth of their second son Lee, 
born May 19. 


Melvin Gerald Poplin has accepted the 
position of principal of the Ansonville 
Elementary School. He lives in Norwood. 


Rev. Johnny James Boles and Mar- 
jorie Susan Rehm were married Sept. 7. 
He is associate minister of Dilworth 
United Methodist Church, Winston- 

Carey Reece Jr. is Headmaster of Vir- 
ginia Beach Friends School, an ungraded 
elementary school in Virginia Beach, Va. 
He and his wife Judith Vail Reece '64 
became parents of Carole Llewellyn Ree- 
ce on Feb. 6. 

Susan Pipkin Varner and James Greer 
Vainer '68 announce the birth of a son, 
James Greer Jr., born Aug. 13. They 
live on Lynch Mill Rd., Altavista, Va. 

Robert Rees Lovell and Penelope Jayne 
Warner were married Aug. 17. 

Thomas Monroe Whiteley and Sara 
Jeanette Elder were married Aug. 11. He 
is continuing his graduate work at the 
University of North Carolina at Greens- 
boro. They are living at 3812-D Mosby 
Drive, Greensboro. 


Leonard Walter Matthews III and 

Mary Alice Lineberger were married 
Sept. 28. They live at 1608 Smith Level 
Rd., Heritage Hills, Chapel Hill. He re- 
ceived a B.S. degree in 1966 from the 

School of Pharmacy at UNC. He is 
now head of pharmacy at Lincoln Hos- 
pital in Durham. 

Steen H. Spove is working on his Ph. 
D. in English at UNC. He and his wife 
and son are living at 172 Hamilton Rd., 
Chapel Hill. 

Brinley K. McDanel has recently been 
transferred to the Naval Air Station at 
Meridian, Miss., where he will be for the 
next five years. 

Gary D. McGee of 4727 Fairheath 
Rd., Charlotte, is a manager trainee of 
Mutual Ins. Co. of New York. He is in 
charge of recruiting for the company in 
northwestern N. C. He and his wife 
Susan have a child born June 27. 

Fred Monroe Lomax III and Rosalyn 
Rogers Fleming were married Aug. 11. 
They live at 5429 Vi Olender Dr., Wil- 
mington. Fred is a loan officer with N. 
C. National Bank and president of Con- 
sumer Credit Association of Wilmington. 


Pearl Neave and Charles A. Woellner 
were married Aug. 20. Chuck is employed 
with Cameron Brown of Greensboro; 
Pearl teaches French at Northeast Sen- 
ior High School. 

Donald R. Foltz has been promoted 
to Captain in the Army while serving 
with the 85th Evacuation Hospital in 
Vietnam. Donald entered the Army in 
January, 1967, and was stationed at Fitz- 
simons General Hospital, Denver, Colo., 
before arriving in Vietnam December, 

Paul Updegraff has accepted the posi- 
tion of head basketball coach at Lucy 
Ragsdale High School in Jamestown, 
near Greensboro. Paul and his wife 
Dahl Etchison '65 and two children live 
in Jamestown. 

John C. Bailey III, 1st lieutenant, U. 
S. Marine Corps, has returned from ac- 
tive duty in Vietnam after thirteen 
months. He is now stationed with the 
second Marine Division at Camp Le- 

Ronall Richard Davis and Cathy An- 
toinette McLendon were married Aug. 
22. He is studying for a master's degree 
at UNC-G. 

William Gerald Drew of Memphis, 
Tenn.. received an M.S. in Pharmacology 
in 1966 from Bowman Gray School of 
Medicine. He will receive a Ph.D. in 
Neuropharmacology from the University 
of Tennessee Medical Units in June, 
1969, and will begin as a staff-fellow in 
early 1969 at the National Institute of 
Mental Health Addiction Research Cen- 
ter in Lexington. Ky. 

Linda Maerz, now living at 500 Watch- 
ung Ave.. Watchung. N. L, received her 
B.A. in psychology at Brooklyn College 
— Evening Division in 1968. She is work- 
ing at American Telephone and Tele- 
graph Co. in New York City as a com- 
puter programmer in the treasury de- 

H. Brown Clodfelter was promoted to 
weaving section overseer of Dan River 
Mills of Danville, Va. 


Ronald S. Jamieson II is presently em- 
ployed as an insurance broker by his 
father in the Jamieson Insurance Ag- 
ency. He is living at 600 High St., Hack- 
ettstown, N. J. 

1st Lt. Michael L. King has received 
the Army Commendation Medal while 
serving with the 124 Transportation Com- 
mand near Cam Panh Bay, Vietnam. He 
was cited for his meritorious service as 
operations officer in the command's 
movement control center. 

Hugh Normile and Lynn Morris Nor- 
mile '67 are living at 620-B Grannis 
Ave., Titusville, Fla. He is a trial attor- 
ney for the Brevard County Solicitor's 
Office and Assistant Solicitor. He grad- 
uated from the University of Florida Law 
School in 1967, and was admitted to the 
Florida Bar in June, 1968. 

Lt. Walter Andrew Hines III and Nan- 
cy Jane Grubb were married Aug. 17. 
They live at 106 66th St., Virginia Beach, 
Va., where Mrs. Hines is a teacher. He 
is now serving with the Navy in Nor- 
folk, Va. 

Lillian Carol Davis and Paul John Kil- 
los were married Aug. 31. He is now a 
candidate for the Ph.D. from Ameri- 
can University. They live in Alexandria, 

Janice Frances Rogers became the 
bride of Ens. Bernard Francis Kruer of 
Patuzent River, Md.. June 29. They live 
at Lexington Park. Md. 

Lloyd Howard Turlington and Gloria 
Phillips Turlington '66 are living at 
Franklin Springs, Ga. She is a teacher 
at Franklin County High School, and 
he is the athletic director and basket- 
ball coach at Emmanuel College. Both 
will lead an annual three-week student 
tour to Europe, leaving June 6, 1969. 

Jean Ellen Redding and Charles Mar- 
cus Harris were married July 7. They 
live at Miller Park Circle, Winston-Salem. 


William Spencer Neal and Nancy Lou- 
ise Davidson were married July 20. 

Franklin C. Wilkerson III is presently 
enrolled at UNC-Chapel Hill, School of 


Social Work. 

Penny Allen Rowe and David Rowe 

of 1505 Collier Ct., Charlotte announce 
the birth of a son, Allen David Rowe, 
born Aug. 1. Both Penny and David 
teach in the Charlotte-Mecklenburg 

Sandy Gann has been named head 
basketball coach at Northwest Guilford 
High School. For two years he was head 
baseball and J. V. basketball coach at 
Northwest. His baseball team won the 
Mid-State 3A championship last year. 

Luther Reece Medlin Jr. and Carol 
Elaine Nursey '71 were wed July 27. 
They live at 2407-E Patriot Way, Greens- 

Robert Thad Mackie and Mildred 
Criag Britt were wed July 13. They are 
living in Richmond, Va., where he is in 
his third year of Dental School at the 
Medical College of Virginia. She is em- 
ployed with Blue Cross-Blue Shield. 

Elinor E. Rush and Eric Rush are 
living at 539 Dewey Ave., Boulder. Colo., 
where he is attending the Institute of 
Broadcast Arts in Denver. They were 
married in April. 

Rosalyn Ellen Parrish is presently a 
social worker with the Johnston County 
Department of Public Welfare in Smith- 
field. She did graduate work in the School 
of Social Work at UNC-Chapel Hill in 

Herbert A. (Buzz) King and Kaye Budd 
King '67 announce the birth of daughter, 
Virginia Claire, on June 14. They are 
living in Carrboro while Buzz is attend- 
ing the UNC School of Denistry. 


Anthony Barry Miller has been ap- 
pointed a teacher in history at North 
State Academy for grades seven through 
ten. He received his M.A. degree in his- 
tory from UNC -Greensboro in August. 
He and his wife Patricia Aileen live in 

James Harrison Sasser and Belinda 
Louise Johnson were married Aug. 4. He 
is on the coaching staff at Dunn High 
School. They live on Surles St. in Dunn. 

Billy Kay Ferree and Carolyn Ruth 
Black of Winston-Salem were married 
Aug. 17. They live at 1900 Queen St., 

Richard Lawrence Crutchfield is pre- 
sently serving as a medical corpsman 
with the 312th Evacuation Hospital Unit 
in Chu Lai, Vietnam. His tour of duty 
will end in September, 1969. 

Sylvester Owen Smith III and Irma 
Carroll Bowman were married recently. 
They live at Bolin Brook Farm in Chapel 

Gail Francine Johnson and James 
Godwin Grizzard '68 were married Aug. 
4. He is employed as a quality control 
supervisor at U. S. Gypsum Co. in Jack- 
sonville, Fla. She teaches in Duval Coun- 

Richard Tyler Edmonson Jr. and Rach- 
el Annette Windham were married on 
Aug. 31. They live in Albuquerque, N. 

James W. Allen III is a first lieutenant 
in the Marine Corps. Presently he is 
serving with a Marine Air Support 
Squadron in South Vietnam. 

Carolyn Rackley Faulk and her hus- 
band Sgt. Joseph J. Faulk are living in 
Albuquerque, N. M., where he is in the 
U. S. Air Force. She is a second grade 
school teacher. 

Craig Richard Wiggins and Rebecca 
Susan Anderson were married July 21. 
Mr. Wiggins is presently on a scholarship 
at the Whorton School of Business where 
he will obtain a master's detree in busi- 
ness administration. The couple reside 
in Philadelphia, Pa 

Frederick I mien Callaway recently 
completed the Executive Training Pro- 
gram at the J. L. Hudson Dept. Stores 
in Detroit and was promoted to Assistant 
Buyer of colonial furniture. He is also 
a member of the U. S. Army Reserve. 

John G. Sink Jr. has been commission- 
ed a second lieutenant after completing 
Officer Training School at Lackland Air 
Force Base. Texas. He has been assigned 
to Mather Air Force Base, Calif., for 
training as a navigator. 


Raymond William Moody and Pame- 
la Sue Dawer were married Aug. 31. 
The couple live at 1228 Pamlico Dr., 

John Smith Gabriel Jr. and Christine 
Warren Dark were married Aug. 17. 
They live in Charlotte. 

Eveline Langdon Smith was married to 
Stephen Bruce Kemic on May 30. They 
are living at 2031 Grandview Ave., Apt. 
J, Boulder, Colo. 

Eileen Marilyn Sivertsen and Michael 
Forney Byers '69 were married Aug. 24. 
They reside in Richmond, Va. 

Don Carter and Elizabeth Parker 
Brogdon were married on Aug. 24. They 
are making their home in Greensboro. 

Joan Susan Schaefer was married to 
Frederick Wilson Gray on Aug. 17. They 
live at 518 Overlook St., Greensboro. 

James Booth Caskie and Janice Marie 
Price were married on Aug. 17. They 
live at 210 Adams St., Apt. 1, Greens- 

Judson Boiling Franklin and Carol 
Cobb Andrews were married Aug. 31. 

James Stewart Bryan and Martha 
Kendrick Gibson '69 were married Aug. 
18. He is now a professional baseball 
player with the Chicago Cubs and plans 
to further his education in dentistry. They 
are making their home in Greensboro. 

Dorothy Aliene Alley and Grimsley 
Taylor Hobbs Jr. '70 were married Aug. 

William Larry Cranfill and Peyton 
Davis were married Aug. 18. They live 
in Winston-Salem. 

Ralph William Guffey and Patricia 
Ann Milo were married on Aug. 17. 

Gary Zambor and Annabelle Tilley 
Zambor are living in Wayne, N. J. He 
is working with the Wayne School Dis- 
trict, instituting the first educational pro- 
gram in Wayne's Juvenile Shelter. She 
is teaching at Tottowa Elementary 
School in Wayne. 

Michael Theodorakis is the winner of 
the 1968 Student Membership Contest 
for his paper entitled "The Carians and 
an Interpretation of the Daedalos-Ikaros 
Myth". He will receive a year's mem- 
bership in the Archaeological Institute 
of America, including a subscription to 
Archaeology, the institute's quarterly 
publication. He has gone on to do 
graduate work at UNC-Greensboro. 

Patricia Sue Thomas became the bride 
of John Milam Brame on Aug. 17. They 
are living at Quantico, Va. 

Ronald Brooks McKinney and Caro- 
lyn McNairy Ozment were married Aug. 
3. They live at 3700-A Manor Drive, 
Greensboro. He is a teacher at Stone- 
ville School. 

Harry Ramsey White Jr. and Anne 
Elizabeth Kitchen were married Aug. 17. 
They live in Virginia Beach, where they 
both teach school. 

Carol Ann Macon and Gary Lee Tur- 
ner were married July 14. They live at 
509-A Steele St.. Greensboro. 

Richard D. McKelvie has been named 
a Peace Corps Volunteer and assigned 
to Orissa, a predominately agricultural 
state in India. 

Airman L. C. Lee Wayne Joyce and 
Beth Susan Clay were married Aug. 17. 
The couple live at Homestead, Fla. where 
he is stationed. 

Airman Robert B. Brown has com- 
pleted basic training at Lackland AFB, 
Tex. He has been assigned to the AF 
Technical Training Center at Keesler 
AFB, Miss., for specialized schooling as 
a personnel specialist. 

Emmett Robert Crutchfield II and 


Sarah Gail Gilliam were married Aug. 
10. The couple is living in Charlotte. 

Alan Winfield Sutton and Virginia 
Somerville were married Aug. 10. They 
are living in Palms Apartments in 
Greensboro. He is employed by Jefferson- 
Carolina Corporation as Assistant Man- 
ager of Sales and Promotion. 

The October issue of Pro Basketball 
Almanac features Bob Kauffman as one 
of the ten top rookies in the NBA. Re- 
cently there was a feature on Bob in the 
Seattle Supersonics' News. 

Elizabeth Lockwood Killman became 
the bride of Jeffrey Lee Linn '69 on 
Aug. 18. They are living in Thomas- 


Lynda Spurlin was married to Lee 
Joyce May 5. They live in Circle M 
Trailer Park Summerfield, N. C. 

Linda Ann Toombs and Terry Wayne 
Kersey were married Aug. 25 

Sherrill Wayne Doby and Lynne Web- 
ster Serge were married June 8. He is 
head football coach of South Stokes 
High School. They live in Walnut Cove. 

Airman Eugene T. Bruni has comp- 
leted basic training at Lackland AFB, 
Tex. He has been assigned to the Air 
Force Technical Training Center at Low- 
ry AFB, Colo. 


Mildred Winifred Davis and Stephen 
Wilkinson Harwell were married on Aug. 
17. They are living in Richmond, Va., at 
1025 Floyd Ave., Apt. 3. 

Bruce K. Babish is serving as a pilot 
in the U. S. Army 282nd Assault Heli- 
copter Co., Danang Run, Vietnam. 


Army Pvt. John W. Stanley completed 
basic training at Ft. Bragg in September 
after entering the Army in April, 1968. 

Judy Anne Teague and Paul Glenn 
Frye Jr. were married Aug. 25. They 
live at Lake Hill Apts. in Charlotte. 

Coble Wins House Seat; Osteen Loses 

J. Howard Coble '49 

Four Guilford alumni emerged vic- 
torious after the tallying of ballots cast 
in the November 5 general election. 

Elected as a member of the Guilford 
County delegation to the 1969 North 
Carolina House of Represenatives was J. 
Howard Coble '49. Coble, running on 
the Republican ticket, placed fourth in 
the contest for the county's six seats in 
the House. He has served as Assistant 
Guilford County Attorney for the past 
several years. This was his first bid for 
public office. 

Byron Haworth '28 and Herman G. 
Enochs Jr. '52 were the two top-vote get- 
ters in their race for Guilford County's 
six new district court judgeships. Both are 
Democrats. They were sworn into off- 
ice in early December when the new dist- 
rict courts replaced the lower courts. 

Prior to the court reforms, Haworth was 
judge of High Point Municipal Court. 
Enochs was judge of Municipal-County 
Court in Greensboro. 

In the race between classmates Mark 
Stewart '50 and Emest H. Ferris '50 for 
the post of Guilford County Register of 
Deeds, Stewart was the winner. Stewart, 
the Democratic incumbent, polled nearly 
10,000 more votes than his Republican 
opponent Ferris. 

Two other Guilford alumni waged close 
but unsuccessful political campaigns. Re- 
publican William L. Osteen '53 was de- 
feated by Democrat L. Richardson Preyer 
by some 5,000 votes in North Carolina's 
Sixth Congressional District contest. J. 
Benjamin Miles '52, a Democrat, ran 
seventh in the race for Guilford Coun- 
ty's six district court seats. 

Attention Guilford alumni! We need your help in gath- 
ering information of our alumni notes. This is one of 
the best means we have for maintaining close ties with 
you, and at the same time keeping our files and records 
up-to-date. Please feel free at anytime to inform us of 
any change or event concerning you or your family, 
such as: weddings, new baby, moved, changed occupa- 
tions, attending graduate school, recent honors and 
awards, travels, etc. Just like the changing times, so 
are Guilford alumni changing and making news. There- 
fore, it is up to you to keep us informed. Stay alert for 
the Guilford alumni news which is happening at this 
very moment in your own area. Mail your alumni news 
to Editor, Guilford Alumni Journal, Guilford College, 
Greensboro, North Carolina, 27410. 

Continued from page 10 

enormity of the task at hand. The future of many 
small colleges is dim because this kind of commitment 
simply does not exist. For others the future seems 
bright because they are supported by people who under- 
stand and appreciate their needs and are willing to help 
out. These institution are developing the necessary re- 
sources, both human and financial, which will enable 
them to compete effectively in the future. They are 
succeeding because their trustees, administrators, pro- 
fessors, students, alumni, and friends share a realistic 
perspective about the goals and the needs of these in- 
stitutions. This is the challenge that Guilford College 
now faces. I believe that it is well on its way in meet- 
ing that challenge. 




W. J. Armfield Jr. of Asheboro, N. C, 
died September 4 on the eve of his 93rd 

A member of the baseball team while 
attending Guilford, Armfield was paid 
$1,000 by his father to pursue a business 
career instead of professional baseball. 
He used the money to found the Bank 
of Randolph in 1894, serving as its presi- 
dent until 1963 when it merged with 
Wachovia Bank and Trust Company. He 
was one of the founders of the Peoples 
Savings and Loan Association of which 
he was president for 48 years. He was 
president of Acme Hosiery Company and 
co-owner of the Sapona Manufacturing 
Co. in Cedar Falls. He also was one of 
the organizers of Randolph Hospital, Inc. 

In 1900 Armfield married Sally Millis 
of High Point, and they had eight child- 
ren. She died in 1952. His son, Britt, a 
member of the college's Greensboro Ad- 
visory Board, made the first donation to- 
ward the building of Armfield Athletic 
Center in honor of his father. Other child- 
ren, including William Armfield III and 
Edward Armfield, and several grandchild- 
ren followed with donations. In 1961 
Armfield Athletic Center was dedicated 
in honor of W. J. Armfield Jr. and to the 
memory of his sons, Britt and William, 
who died before the stadium was com- 

The football game on October 12 be- 
tween Guilford and Samford University 
was played in honor of the late Mr. Arm- 


Florence Kennedy Brown died at the age 
of 91 on June 1. She was the wife of the 
late Vernon L. Brown '97. She attended 
the Preparatory Department of Guilford 
until her marriage in Founders Hall in 
1899. She was an active member of the 
Irving Street Friends Meeting in Washing- 
ton, D. C, and the Adephi,(Md.( Friends 
Meeting. She is survived by two sons, 
Vernon Lee and Evan C. '35; four grand- 
children; and four great-grandchildren. 

W. J. Armfield Jr. honored at dedica- 
tion ceremonies of Armfield Athletic 
Center October 28, 1961 


Hugh G. Swan of New Bern, N. C, 
died at the age of 73 on Aug. 8. He was 
an elder in the First Presbyterian Church 
in New Bern, president of Swan Motor 
Company, president of Swan-Rawls 
Motor Co., and vice-president of New 
Bern Oil and Fertilizer Company. He is 
survived by his wife, Helen Hollister 
Swan, one daughter, and one grand- 


David S. Colrrane, 75, died October 
3 1 at his home in Raleigh. He climaxed 
a distinguished career of 30 years in pub- 
lic service for the state of North Caro- 
lina by serving six years as the first 
chairman of the bi-racial Good Neigh- 

bor Council, established in an effort to 
promote racial harmony and better rela- 
tions. He will be long-remembered not 
only as a career state official, but also 
as an efficient administrator and as the 
state's trouble-shooter in race relations. 
Coltrane was inevitably on the scene of 
intense racial conflicts and was deter- 
mined to make the Good Neighbor Coun- 
cil a working organization rather than 
a "do-nothing" group. 

Altogether he served under the adminis- 
tration of five governors. His first posi- 
tion was assistant commissioner of agri- 
culture under then Commissioner W. 
Kerr Scott in 1937. When Scott became 
governor in 1948, Coltrane was picked 
to serve as assistant state budget direc- 
tor. A break with Scott came when Col- 
trane refused to support Hubert Olive of 
Lexington to succeed Scott, and instead, 
worked for the ultimate winner, Will- 
iam B. Umstead. Scott requested Col- 
trane's resignation, but surprisingly, Col- 
trane resisted and continued to work, 
even without pay, for a six-month period. 
Umstead, in one of his first official acts 
ordered that Coltrane be paid the back- 
salary due him. 

He continued as assistant budget direc- 
tor under Governor Umstead and Gov- 
ernor Luther Hodges. In 1962 Governor 
Terry Sanford appointed Coltrane chair- 
man of the newly organized Good Neigh- 
bor Council. He was reappointed by Gov- 
ernor Dan Moore. 

Born on a farm in Randolph County, 
Coltrane was educated at Guilford and 
North Carolina State University, where 
he studied agriculture. He worked first 
as a county agent in Randolph and then 
as a field representative of a limestone 

As Governor Moore stated on the 
death of Dave Coltrane, the state has 
lost "one of its most dedicated and dis- 
tinguished citizens, and I have lost a 


Charles Michael Sharpe died luly 29 in 
an automobile accident. He was the son 
of Mr. & Mrs. Charles M. Sharpe of 
Route 1, Summerfield. 


Social Activists' 


Much is being written about "social activism" and the new breed of 
students on American college campuses. However, few parents, or 
even writers for that matter, conjure up anything but negative notions 
about the new generation. 

Meanwhile, "social activism" at Guilford has taken a positive course. 
Students by the dozens are devoting their hours outside the class- 
room and beyond the books to improving, or "reforming" society, if 
you will. These "social activists" are active in society. They tutor 
underprivileged children, assist Project Headstart, or work with the 
mentally retarded and the handicapped. 

Shown reading, leading games, and bringing smiles to these child- 
ren at the Greensboro Cerebral Palsy School are Carole Valentine 72 
and Holly Neaves 71. Their service to the community exemplifies the 
Guilford student's social involvement, or "activism." 

Photos by Dave McDonald 


Greensboro, N. C. 27410 

Return Undeliverable Copies 
Address Corrections Requested 

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Editor: George B. Roycroft 
Editorial Assistant: William W. Robinson 
Assistant to the Editor: Kaye Cross 
Class Notes: Mary Lollis '70 

Published by Guilford College as a monthly 
bulletin in September, December, March, and 
June. All inquiries should be addressed to Editor. 
Alumni Journal, Guilford College, Greensboro, 
North Carolina 27410. Second class postage 
paid at Greensboro, North Carolina 27410. 

Liberating Minds Richardson Style 1 

The Black Man Is Not Seeking Color Blindness 6 

Who's In Charge? 9 

On Campus 25 

Class Notes 27 

In Memoriam 33 


Alumni Association Board of Directors: 

Jack Tilley '49, president 

Robert A. Newton '58, president-elect 

William Benbow '67. director of alumni affairs 

Marion L Ralls, Jr. '48, treasurer 

John R. Haworth '47 

Dr. Raymond Smith '18 

George Parker '35 

Kay English '59 

Abner Alexander '52 

Sam J. Lynch '52 

Howard H. Haworth '57 

William Waldo Woody '33 

Doris Coble Kimmel '46 

Emily Warrick Privott '56 

Wendell Edgerton '49 

Shirley Marshall Tate '44 

Tom O'Briant '60 

John Hugh Williams '34 

Dr. James 0. Morphis, Jr. '53 

Mrs. Sara Richardson Haworth '17 

Ex officio: 

Charles Hendricks '40 

Miss Era Lasley '13 

Miss Katherine C. Ricks '04 

"We try to keep the student open minded — 

on the threshold rather than on the 

goal line — so that when he leaves 

college he is aware that he 

is just getting ready 

to learn. " — Stewart 

Bruce B. Stewart 




William W. Robinson 

right into." says Vickie Wys- 
zynski. sitting over a cup of 
hot chocolate in the nearly-empty 
student grill at 9:30 one winter 
morning. She is a freshman, now 
from Chapel Hill, but her parents 
are given to travel so she has "been 
around." She came to Guilford Col- 
lege after spending a year in a high 
school in Finland, and she mentions 
vain searches for a Finish speaking 
Greensboro resident. 

At the moment she is trying to ex- 
plain a unique educational venture 
of which she is a part — The Ric- 
hardson Fellows Program. 

The program, in its first year, is 
simple on paper. Nineteen exception- 
al students (chosen on the basis of 
college board scores, rank in class, 
out-side activities, motivation) are 
designated Richardson Fellows. 
They are academically isolated from 
other members of their class — -for 
them normal freshman requirements 
are waived. Regular courses are re- 
placed by seminars, internships with 
local businesses and social agencies, 
and independent projects. Students 
are free to choose two or three 
courses from the regular curriculum. 
Please turn to page 2 

continued from page J 

The project is being funded with 
a $100,000 grant from the Smith 
Richardson Foundation and osten- 
sibly is designed to "identify and 
develop creative leaders." 

Another potential "creative lead- 
er" sits beside Vickie W. in the stu- 
dent grill. Vickie Greene, native of 
Asheboro, mulls over an unread 
chapter in a psychology book. 

She smiles when Vickie W. dis- 
cusses college life and chronicles the 
problems that have so far beset the 
pioneering Richardson group. 

Do they feel they fit in with the 
rest of the student body? (This is a 
touchy subject as Richardson Fel- 
lows are invaribly accused of being 
"elitist," a charge made last fall in 
The Guilfordian, campus newspaper; 
a positive group image is important. ) 

"Guilford College has a lot of 
problems," begins Vickie W. with 
the concern of a serious community 
member. "Some students are apathe- 
tic; they don't really care about what 
is happening on campus. Some never 
speak in classes; they think they are 
really learning when they memorize 
what the teacher says and repeat it 
on a test. But some things are chang- 

She diplomatically evades the ori- 
ginal question, but indirectly indi- 
cates that perhaps the Richardson 
Fellows Program is one impetus to- 
ward change. 

Both Vickies, unlike "some stu- 
dents." have jumped right into col- 
lege and what is happening at Guil- 
ford. Vickie W. is organizing stu- 
dent tutors for underprivileged child- 
ren in the city's slums; she writes for 
the campus newspaper; she is in- 
volved in the Tri-Collcge Consor- 
tium, a project involving Guilford 
and two area colleges. She is taking 
a course in Black Culture at pre- 
dominantly Negro Bennett College. 

Vickie G.. giving up her psycholo- 
gy book, brings the conversation 
/'lease turn to page 4 




Richardson Fellows 


Vickie Wyszynski of Chapel Hill 

John N. Kuzma of Oakland, N. J., tests the flam- 
inability of textiles at Greensboro's Cone Mills. 

Tim Collins of Blacksburg, Va., analyzes a reading 

assignment in Richardson seminar exploring hitman 


Elizabeth White of Portsmouth, Va. 

Cathy Lowdermilk of Greensboro and Libby Broad- 
well of Gibsonville discuss existentialism in fast-paced 

Continued from page 2 
back to the Richardson Program. 

"When we started this fall, we 
never realized how much we didn't 
know and hadn't been taught in 
high school." (Richardson Fellows 
like Vickie G. seem dissatisfied with 
their past education and came to 
Guilford looking for something dif- 
ferent.) She continues, "Simple 
things, such as how to carry on a 
meaningful group discussion. We 
were all used to being listened to, 
and not to listening. We talked too 
much, sometimes just to hear our- 
selves, without accomplishing any- 

Both girls feel that they have ac- 
complished much in the program so 
far; they feel that more can be done. 
Neither is the stereotyped college 
freshman coed worrying about dates 
for the upcoming weekend, the bas- 
ketball game, grades. These may be 
part of their college life, but they 
seem primarily concerned with edu- 
cation: their own. 

Ten students sit and slouch 
comfortably, informally in 
chairs around a small rec- 
tangle of tables. At the head of the 
rectangle is a young teacher; his eyes 
dart from face to face intent on fol- 
lowing the discussion in progress. 
"I think an individual is capable 

William W. Robinson has recently 
joined the staff of the Guilford 
Alumni Journal as Editorial As- 
sistant. A graduate of Phillips Aca- 
demy, Andover, Mass., Robinson 
has studied at Antioch College, Yel- 
low Springs, Ohio. He has had pre- 
vious journalistic experience with 
The Southern Courier, Montgomery, 
Ala.; The New York Times, and the 
Greensboro Record. 

of making decisions for himself; you 
aren't just totally controlled by situa- 
tions and circumstance." A Black 
student speaks. The room listens, 
knowing the response is more than 

Someone, a girl with short blonde 
hair, serious face, is not quite sure. 
She remembers Freud and Darwin 
from a previous seminar. Satre, 
Camus, a Japanese movie — relevant 
ideas come fronj all corners of the 
room. Everyone is participating. 

"Well, you decided to come here, 
didn't you? Could you decide to 
drop out?" The teacher, waiting for 
a pause in the discussion, tosses out 
what all know is a rhetorical ques- 

Silence. Someone laughs. The 
teacher begins reading a portion 
from the philosophy text. Pages rust- 
le as the relevant passage is found. 

And the discussion begins again. 

This is one of the two current 
Richardson seminars (last semester 
a single seminar was held in which 
all participated). It is concerned with 
existentialism. The class is not Phi- 
losophy 345x, part of a rigid curri- 
culum. The students take the course 
to fulfill no requirement. Instead it 
is an hour twice a week when ten 
students with a teacher-guide shape 
personal philosophies. 

All the students have decided to 
participate; all could drop out. It 
(and another seminar for Richard- 
son Fellows) is a working model of 
seminars in which all freshmen will 
participate next year as part of 
Guilford's new curriculum. 

"What we are trying to do," ex- 
plains Melvin Keiser, assistant pro- 
fessor of religion and teacher for the 
existentialism seminar, "is to get 
students deeply involved in their own 
process of education, thinking criti- 
cally about what it is they are doing. 

"When I was asked to participate 

last summer, I accepted, but said 
the program would probably end up 
a creative fiasco." Keiser continues. 
"It's hard to say whether the pro- 
gram is a fiasco, it has definitely 
been creative." 

Bruce b. stewart. director 
of the Richardson Fellows 
Program, is a strong guiding 
force in the infant project. (He is al- 
most a father-figure to many of the 
students — "Bruce always takes care 
of us," one Richardson Fellow says 
in mock-seriousness of Stewart. ) He 
counsels the students, helps them 
through the labyrinth of the regular 
college curriculum, and is presently 
aiding some in finding summer jobs. 

He is a veteran of many media in- 
terrogations, and freely generalizes 
about the program's problems, suc- 
cesses, and goals: 

"We are looking for students with 
potential leadership qualities: enthu- 
siasm a'ong with expertise, the abi- 
lity to come up with a good idea for 
change and then follow it through. 
The program has two functions: one 
is finding talent, probing systematic 
ways of doing this; and the second 
is deciding how this talent can best 
be developed, educated." 

Stewart admits that the program 
has only scratched the surface in the 
first area ( "Intuition on our part will 
probably play as much a part as any- 
thing in choosing the students for the 
project next year," he says, "along 
with good test scores.") 

He considers the internships in 
both business (e.g., one student 
works with North Carolina National 
Bank, another is a researcher at 
Cone Mills) and social service (lo- 
cal OEO projects, tutoring) to be 
important, an aspect of the program 
which will be increasingly stressed. 

"We are looking for new ways to 
reach the students," Stewart ex- 

plains, "to make college more than 
just 13th. 14th, 15th and 16th 

Stewart, busily writing as he talks, 
is interrupted occasionally by the 
ringing telephone on his desk. In his 
fading New England accent he ques- 
tions one caller concerning a pros- 
pective freshman candidate, perhaps 
a potential Richardson Fellow. 
Board scores, class rank, grades. He 
scribbles some numbers on a legal 
pad, hangs up, and resumes the dis- 

Making education relevant, ap- 
plying John Dewey, keeping 19 
freshmen working and learning, or- 
ganizing special speakers, planning 
the project's future — Stewart's is a 
full-time job. 

"Some of the time I feel that col- 
lege is a big factory, a used parts 
factory for the Establishment. They 
say 'we need three more lawyers' 
and the college churns them out. 
What we should be concerned with 
is liberating people's minds," says 
Stewart with conviction, and the 
phone rings again. 

It seems obvious that if it 
has done anything so far this 
year, the Richardson Fellows 
Program has "liberated" some 
minds. Cathy Lowdermilk, a Greens- 
boro native, is questioning the rele- 
vance of a college experience. 

"I don't see how most students 
stand lecture courses, and taking 
subjects simply because they are re- 
quired," Cathy, a small blonde, says 
not speaking angrily, but simply 
stating a fact which seems natural 
to her. "College can be like a prison, 
but there's no reason it has to be. 
We found this out in the Richard- 
son Program this year. 

"To get to know a faculty member 
as a friend, someone you can talk to. 

To realize that creativity is seeing 
for yourself what other people have 
seen, just reading, talking with other 
people. Not grades, papers," she nar- 
rates her discoveries through the 
Richardson Program. 

"At first the freedom we were 
given in the program was something 
we really didn't know how to use or 
appreciate, but then we realized that 
they were saying 'you are responsi- 
ble for your education.' Most stu- 
dents never think in these terms." 

Cathy's conclusions concerning 
her education may lead her to trans- 
fer or even drop out next year, she 
says. Or she may stay at Guilford. 
Whatever she does, it is obvious 
that what seems important to her is 
taking nothing for granted, ques- 
tioning the relevancy of what she is 
doing, then making a positive per- 
sonal decision. 

Liberated students pro- 
gressive education, semi- 
nars, internships, group dy- 
namics — the Richardson Fellows 
Program is definitely more than the 
sum of its parts, more than any one 
person's opinion. And being in its in- 
fancy, it is impossible to evaluate 

Whether it is to be a successful 
experiment, the vanguard for new 
educational trends at Guilford Col- 
lege; whether it will prove impracti- 
cal on a large scale, a "creative fi- 
asco;" whether it will be just a new 
wing of Bruce Stewart's Kafkaesque 
used parts factory, or a modern cell 
in the college "prison" — the future 
of the program will depend on the 
people it involves. 

What seems evident at present is 
that it has made college this year 
for nineteen students a challenging, 
exciting, and growing experience. 

Reiser: "Creative fiasco?" 

"The Black man 

is not seeking 

color blindness 

but a kind of 

color consciousness.' 

James Farmer 

Never before has the tension between the 
races been so great and the polarization so se- 
vere as now. The tension comes at a time when 
many Americans had assumed that great pro- 
gress was being made. It comes in the wake of 
the Civil Rights Act of 1 964, the Voting Rights 
Act of 1965, and at the culmination of the Great 
Decade — that period between 1954, the time of 
the Supreme Court's school decision, and 1964 
before Black Power was enunciated. 

Many Americans are utterly confused — white 
and black alike — as to just where the Movement 
is going. What has accounted for the changes in 
the objectives, and in the means? Why now has 
the tension risen? 

In the period of the past decade or more, 
which many call the Civil Rights Revolution, 
we battered down many barriers, wrought some 
significant changes here and there, but the vic- 
tories we won have not succeeded in changing 
the life situation of the average Black person in 
this country. 

Let me illustrate: I was in Little Rock recent- 
ly,and while there it seemed to me that there was 
a great contrast between the period of a decade 
ago when those Black youths were trying to get 
in Central High School. It all seemed quiet. I 
stopped a number of Black people in the streets 
and asked them if the changes had been signifi- 
cant. I remember the reply that one Black man 

I said to him, "Brother, last time I was in 
Little Rock there were those screaming mobs in 
the street hurling their rocks and their epithets 
at the kids who tried to get in Central High. 
Now all is peaceful, tranquil and quiet. Have 
there been great changes?" 

He looked at me and said, "Mr. Farmer, I put 
it this way: everything has changed but every- 
thing is still the same." He said, "Yeah, I can 
buy a hot dog at the lunch counter across the 

street now. Big deal! I can even check into a 
fancy hotel downtown and eat in a big restau- 
rant — Great! — If I can pay the tab, but I can't 
because I'm out of work. No prospects of a job. 
I can sit on the front seat of a bus — Wonderful! 
— if I could buy the ticket; if I had someplace 
to go." 

Furthermore, he said, "If I go two miles out- 
side the city. I won't even know there ever was a 
Civil Rights Act. It hasn't gotten that far." 

I'm not suggesting that the decade of the great 
drama of '54 to '64 was wasted. By no means. 
We won countless victories. We succeeded in 
improving the upward mobility of those Black 
Americans who already had mobility, those who 
were lucky enough to be in the middle class. But 
the fact is that the middle class in the Black com- 
munity is the minority, not the majority, and for 
the masses in the Black community the status is 
quo. The victory was not theirs; it was others. 

What could this victory mean to the Black 
youth who is poor, unemployed in sprawling 
ghettos of our urban centers, in a Harlem for in- 
stance. He could care less about (eating at a) 
Howard Johnson's. He's concerned about those 
problems that are oppressing him everyday, 
every minute of the day and the night. For him 
nothing is significantly changed. Rats still bite. 
The cockroaches still share the family food. The 
roof still leaks. Plaster falls from the ceiling. 
The plumbing doesn't work. The wiring is al- 
ways shorting out. The heat seldom comes up in 
the winter. The schools don't educate. His job is 
either non-existent or dead-end. When we tell 
him about Howard Johnson's, he couldn't care 

In significant areas, we are still running up a 
down-escalator. The gap between the income of 
Blacks on the whole and whites, at least up until 
1966, was widening and not narrowing. 

Please turn to page 8 

There is more residential segregation today than there 
was in 1954. In the eastern and midwestern cities the 
growing pattern is one which we might call the black 
core and the white noose. As the Black population is 
growing in the inner city, the whites tend to flee to the 
suburbs. We get an inner city which is more and more 
Black, ringed by a tight band of all-white suburbs. Quite 
obviously this produces increased de facto school segre- 
gation. Now some cities are using urban renewal to up- 
root those previously integrated residential areas, and 
relocation is being used to create ghettos. Segregation 
has been literally increasing. There is today more, not 
less, school segregation on a national level than there 
was in 1954. 

One of the things that (has been) wrong with the * 
Movement (is that it) underestimated the force and im- 
pact of racism in the national culture. That's what the 
Kerner Commission Report was referring to. All of us 
in our country, white or black, are programmed and 
conditioned by the racism that exists within the national 
culture — brainwashed, if you will — to such an extent 
that it is very difficult, if not impossible, for any of us to 
grow to adulthood without at least residues of that racist 

Every instrument that disseminates culture has parti- 
cipated in the programming process. The majority of the 
textbooks still used in our country either largely ignore 
Black people, or present a stereotyped magnolia-myth 
image of Blacks. 

Hollywood has been a party to it. Up to the '50's the 
only time you would see a Black person in a Hollywood 
movie was as an Uncle Tom or as "Stepin Fetchit," 
bowing and scraping. The image was of a clown, a buf- 
foon, a petty criminal, or a child-like oaf, whom one 
could love perhaps as he loved a pet and maybe pat on 
the head as he would a puppy dog, but whom one could 
not respect, for he did not merit respect. 

No instrument which disseminates culture has not 
been a party to it. It has succeeded to such an extent 
that a Black man or woman cannot grow to adulthood 
without having to confront a sense of his own inferiority; 
though his intellect tells him that "it's a lie," and he 
knows it's a lie, the conditioning is still there. Nor is it 
possible for a white person to grow to adulthood with- 
out a sense of superiority based (upon the color of) his 

Excerpts from an address by james farmer, assis- 
tant secretary of the U. S. Department of Health, Educa- 
tion, and Welfare, delivered March 6, 1969, for the 
Guilford College Arts Series. Farmer was the national 
director of the Congress of Racial Equality (CORE) 
from 1961 to 1966. 

The worst victims of all, of course, have been Blacks. 
We have been taught to reject ourselves, even a self-hat- 
red — taught that Black is bad. that our skin is a kind of 
deformity or affliction, that the norm is white, and that 
we are variants. 

Ten years ago if you had walked through any Black 
community in this country and called a man a "Black 
man," he would have taken it as the height of insult be- 
cause he had been taught that his skin was a deformity. 
Now that same man would probably walk up to you and 
say, "I'm a Black man," with pride. 

We shout now not that Black is ugly, don't call me 
Black, but "Black is beautiful, and it's wonderful to be 
Black." That, however, does not mean that what is not 
Black is automatically ugly; it means that Black is 
beautiful and not as we have been told, ugly. 

In other words the Black man is not seeking color 
blindness, but a kind of color consciousness to eliminate 
ultimately color inequity and discrimination'. For a 
long, long time the ideal was color blindness and the 
objective was the dispersal of the Black community and 
the Black people. Color blindness could not work be- 
cause the nation is not color blind. I wish that our na- 
tion would stop talking about being a melting pot; we're 
not a melting pot. We are a pluralistic society. 

Pride and pride alone, however, will not solve the 
problems of the Black man in this country. He must do 
more; he must somehow learn to wield those instru- 
ments of power which affect social change. 

It will not make people love us if we can wield the 
instruments of power. But, the Black community now 
could not care less about being loved. It is much more 
concerned with being respected and dealt with as equals. 
It is not necessary that one be loved in order to be re- 
spected. Power will deal with power. 

The ideal is not a permanently polarized nation. It is 
a nation where the peoples are proud and do not fear to 
honor their culture, do not believe that honoring a sub- 
culture weakens the total culture. 

All of us live on three levels: as individuals, as mem- 
bers of groups, and as human beings. It is impossible to 
ignore one of these. Blacks have tried to ignore being 
members of a group. We tried to ignore "ethnicity" and 
have thought that it would be possible for us, living in 
a society based upon ethnic groups, to deny our "ethni- 
city." We must live on all three planes, too, as most peo- 
ple do. We are individuals; we are Black; and we are 
humans. We must live in the real world of the here 
and now, a world of power, alliances, and of Blacks. 

Humanity transcends color, it is true; but one cannot 
really love humanity until he first learns to love him- 
self. If he hates himself, how in the world can he love 
mankind of which he is a part? 

A Special Report 


Charge ? 

Trustees . . . presidents . . .faculty . . . students, past and present: 
who governs this society that we call 'the academic community*? 

The cry has been heard on many a campus 
this year. It came from the campus neigh- 
borhood, from state legislatures, from cor- 
porations trying to recruit students as em- 
ployees, from the armed services, from the donors of 
funds, from congressional committees, from church 
groups, from the press, and even from the police: 
"Who's in charge there?" 

Surprisingly the cry also came from "inside" the 
colleges and universities — from students and alumni, 
from faculty members and administrators, and even 
from presidents and trustees: 
"Who's in charge here?" 

And there was, on occasion, this variation: "Who 
should be in charge here?" 

Strange questions to ask about these highly 
organized institutions of our highly organ- 
| ized society? A sign, as some have said, that 
our colleges and universities are hopelessly 
chaotic, that they need more "direction," that they 
have lagged behind other institutions of our society 
in organizing themselves into smooth-running, 
efficient mechanisms? 

Or do such explanations miss the point? Do they 
overlook much of the complexity and subtlety (and 
perhaps some of the genius) of America's higher 
educational enterprise? 

It is important to try to know. 

Here is one reason: 

► Nearly 7-million students are now enrolled in 
the nation's colleges and universities. Eight years 
hence, the total will have rocketed past 9.3-million. 
The conclusion is inescapable: what affects our col- 
leges and universities will affect unprecedented 
numbers of our people — and, in unprecedented 
ways, the American character. 

Here is another: 

► "The campus reverberates today perhaps in 
part because so many have come to regard [it] as 
the most promising of all institutions for developing 
cures for society's ills." [Lloyd H. Elliott, president 
of George Washington University] 

Here is another: 

► "Men must be discriminating appraisers of 
their society, knowing coolly and precisely what it is 
about society that thwarts or limits them and there- 
fore needs modification. 

"And so they must be discriminating protectors 
of their institutions, preserving those features that 
nourish and strengthen them and make them more 
free." [John W. Gardner, at Cornell University] 

But who appraises our colleges and universities? 
Who decides whether (and how) they need modify- 
ing? Who determines what features to preserve; 
which features "nourish and strengthen them and 
make them more free?" In short: 

Who's in charge there? 

Who's in Charge —I 

The Trustees 

By the letter of the law, the people in 
charge of our colleges and universities are 
i the trustees or regents — 25,000 of them, 
according to the educated guess of their 
principal national organization, the Association of 
Governing Boards. 

"In the long history of higher education in 
America," said one astute observer recendy, 

Copyright 1969 

by Editorial Projects for Education, Inc. 

"trustees have seldom been cast in a heroic role." 
For decades they have been blamed for whatever 
faults people have found with the nation's colleges 
and universities. 

Trustees have been charged, variously, with 
representing the older generation, the white race, 
religious orthodoxy, political powerholders, business 
and economic conservatism — in short, The Estab- 
lishment. Other critics — among them orthodox 
theologians, political powerholders, business and 
economic conservatives — have accused trustees of 
not being Establishment enough. 

On occasion they have earned the criticisms. In 
the early days of American higher education, when 
most colleges were associated with churches, the 
trustees were usually clerics with stern ideas of what 
should and should not be taught in a church-related 
institution. They intruded freely in curriculums, 
courses, and the behavior of students and faculty 

On many Protestant campuses, around the turn 
of the century, the clerical influence was lessened 
and often withdrawn. Clergymen on their boards of 
trustees were replaced, in many instances, by 
businessmen, as the colleges and universities sought 
trustees who could underwrite their solvency. As 
state systems of higher education were founded, they 
too were put under the control of lay regents or 

Trustee-faculty conflicts grew. Infringements of 
academic freedom led to the founding, in 1915, of 
the American Association of University Professors. 
Through the association, faculty members developed 
and gained wide acceptance of strong principles of 
academic freedom and tenure. The conflicts eased — 
but even today many faculty members watch their 
institution's board of trustees guardedly. 

In the past several years, on some campuses, 
trustees have come under new kinds of attack. 

► At one university, students picketed a meeting 
of the governing board because two of its members, 
they said, led companies producing weapons used in 
the war in Vietnam. 

► On another campus, students (joined by some 
faculty members) charged that college funds had 
been invested in companies operating in racially 
divided South Africa. The investments, said the 
students, should be canceled; the board of trustees 
should be censured. 

► At a Catholic institution, two years ago, most 
students and faculty members went on strike be- 
cause the trustees (comprising 33 clerics and 1 1 lay- 

men) had dismissed a liberal theologian from the 
faculty. The board reinstated him, and the strike 
ended. A year ago the board was reconstituted to 
consist of 15 clerics and 15 laymen. (A similar shift 
to laymen on their governing boards is taking place 
at many Catholic colleges and universities.) 

► A state college president, ordered by his 
trustees to reopen his racially troubled campus, re- 
signed because, he said, he could not "reconcile 
effectively the conflicts between the trustees" and 
other groups at his institution. 

How do most trustees measure up to 
their responsibilities? How do they react 
to the lightning-bolts of criticism that, 
by their position, they naturally attract? 
We have talked in recent months with scores of 
trustees and have collected the written views of 
many others. Our conclusion: With some notable 
(and often highly vocal) exceptions, both the 
breadth and depth of many trustees' understanding 
of higher education's problems, including the touch- 
iness of their own position, are greater than most 
people suspect. 

Many boards of trustees, we found, are showing 
deep concern for the views of students and are going 
to extraordinary lengths to know them better. In- 
creasing numbers of boards are rewriting their 
by-laws to include students (as well as faculty 
members) in their membership. 

William S. Paley, chairman of cbs and a trustee 
of Columbia University, said after the student out- 
breaks on that troubled campus: 

"The university may seem [to students] like just 
one more example of the establishment's trying to 
run their lives without consulting them. ... It is 
essential that we make it possible for students to 
work for the correction of such conditions legitimate- 
ly and effectively rather than compulsively and 
violently. . . . 

"Legally the university is the board of trustees, 
but actually it is very largely the community of 
teachers and students. That a board of trustees 
should commit a university community to policies 
and actions without the components of that com- 
munity participating in discussions leading to such 
commitments has become obsolete and unworkable." 
Less often than one might expect, considering 
some of the provocations, did we find boards of 
trustees giving "knee-jerk" reactions even to the 
most extreme demands presented to them. Not very 
long ago, most boards might have rejected such 

The role of higher education's trustees often is misinterpreted and misunderstood 

As others seek a greater voice, presidents are natural targets for their attack 

demands out of hand; no longer. James M. Hester, 
the president of New York University, described the 
change: • 

"To the activist mind, the fact that our board 
of trustees is legally entrusted with the property and 
privileges of operating an educational institution is 
more an affront than an acceptable fact. What is 
considered relevant is what is called the social 
reality, not the legal authority. 

"A decade ago the reaction of most trustees and 
presidents to assertions of this kind was a forceful 
statement of the rights and responsibilities of a 
private institution to do as it sees fit. While faculty 
control over the curriculum and, in many cases, 
student discipline was delegated by most boards 
long before, the power of the trustees to set university 
policy in other areas and to control the institution 
financially was unquestioned. 

"Ten years ago authoritarian answers to radical 
questions were frequently given with confidence. 
Now, however, authoritarian answers, which often 
provide emotional release when contemplated, some- 
how seem inappropriate when delivered." 

asa result, trustees everywhere are re-exam- 
/^ ining their role in the governance of 

f ^ colleges and universities, and changes 
_A~ » seem certain. Often the changes will be 
subtle, perhaps consisting of a shift in attitude, as 
President Hester suggested. But they will be none 
the less profound. 

In the process it seems likely that trustees, as 
Vice-Chancellor Ernest L. Boyer of the State Uni- 
versity of New York put it, will "recognize that the 
college is not only a place where past achievements 
are preserved and transmitted, but also a place 
where the conventional wisdom is constantly sub- 
jected to merciless scrutiny." 

Mr. Boyer continued: 

"A board member who accepts this fact will 
remain poised when surrounded by cross-currents of 
controversy. . . . He will come to view friction as an 
essential ingredient in the life of a university, and 
vigorous debate not as a sign of decadence, but of 
robust health. 

"And, in recognizing these fac^s for himself, the 
trustee will be equipped to do battle when the 
college — and implicitly the whole enterprise of 
higher education — is threatened by earnest primi- 
tives, single-minded fanatics, or calculating dema- 

Who's in charge? Every eight years, 
on the average, the members of a 
college or university board must 
provide a large part of the answer 
by reaching, in Vice-Chancellor Boyer's words, 
"the most crucial decision a trustee will ever be 
called upon to make." 

They must choose a new president for the place 
and, as they have done with his predecessors, dele- 
gate much of their authority to him. 

The task is not easy. At any given moment, it has 
been estimated, some 300 colleges and universities 
in the United States are looking for presidents. The 
qualifications are high, and the requirements are so 
exacting that many top-flight persons to whom a 
presidency is offered turn down the job. 

As the noise and violence level of campus protests 
has risen in recent years, the search for presidents 
has grown more difficult — and the turndowns more 

"Fellow targets," a speaker at a meeting of col- 
lege presidents and other administrators called his 
audience last fall. The audience laughed nervously. 
The description, they knew, was all too accurate. 

"Even in the absence of strife and disorder, 
academic administrators are the men caught in the 
middle as the defenders — and, altogether too often 
these days, the beleaguered defenders — of institu- 
tional integrity," Logan Wilson, president of the 
American Council on Education, has said. "Al- 
though college or university presidencies are still 
highly respected positions in our society, growing 
numbers of campus malcontents seem bent on doing 
everything they can to harass and discredit the 
performers of these key roles." 

This is unfortunate — the more so because the 
harassment frequently stems from a deep misunder- 
standing of the college administrator's function. 

The most successful administrators cast them- 
selves in a "staff" or "service" role, with the well- 
being of the faculty and students their central con- 
cern. Assuming such a role often takes a large 
measure of stamina and goodwill. At many in- 
stitutions, both faculty members and students ha- 
bitually blame administrators for whatever ails them 
— and it is hard for even the most dedicated of ad- 
ministrators to remember that they and the faculty- 
student critics are on the same side. 

"Without administrative leadership," philosopher 
Sidney Hook has observed, "every institution . . . 
runs down hill. The greatness of a university consists 

Who's in Charge -II 

The President 

A college's heart is its faculty. What part should it have in running the place? 

predominantly in the greatness of its faculty. But 
faculties ... do not themselves build great faculties. 
To build great faculties, administrative leadership 
is essential." 

Shortly after the start of this academic year, 
however, the American Council on Education re- 
leased the results of a survey of what 2,040 ad- 
ministrators, trustees, faculty members, and students 
foresaw for higher education in the 1970's. Most 
thought "the authority of top administrators in 
making broad policy decisions will be significantly 
eroded or diffused." And three out of four faculty 
members said they found the prospect "desirable." 

Who's in charge? Clearly the answer to that 
question changes with every passing day. 

With it all, the job of the president 
has grown to unprecedented propor- 
tions. The old responsibilities of lead- 
ing the faculty and students have 
proliferated. The new responsibilities of money- 
raising and business management have been heaped 
on top of them. The brief span of the typical presi- 
dency — about eight years — testifies to the roughness 
of the task. 

Yet a president and his administration very often 
exert a decisive influence in governing a college or 
university. One president can set a pace and tone 
that invigorate an entire institution. Another presi- 
dent can enervate it. 

At Columbia University, for instance, following 
last year's disturbances there, an impartial fact- 
finding commission headed by Archibald Cox traced 
much of the unrest among students and faculty 
members to "Columbia's organization and style of 

"The administration of Columbia's affairs too 
often conveyed an attitude of authoritarianism and 
invited distrust. In part, the appearance resulted 
from style; for example, it gave affront to read that 
an influential university official was no more in- 
terested in student opinion on matters of intense 
concern to students than he was in their taste for 

"In part, the appearance reflected the true state 
of affairs. . . . The president was unwilling to sur- 
render absolute disciplinary powers. In addition, 
government by improvisation seems to have been 
not an exception, but the rule." 

At San Francisco State College, last December, 
the leadership of Acting President S. I. Hayakawa, 

whether one approved it or not, was similarly de- 
cisive. He confronted student demonstrators, prom- 
ised to suspend any faculty members or students 
who disrupted the campus, reopened the institution 
under police protection, and then considered the 
dissidents' demands. 

But looking ahead, he said, "We must eventually 
put campus discipline in the hands of responsible 
faculty and student groups who will work coopera- 
tively with administrations . . . ." 


"ho's in charge? "However the power 
mixture may be stirred," says Dean 
W. Donald Bowles of American Uni- 
versity, "in an institution aspiring to 
quality, the role of the faculty remains central. No 
president can prevail indefinitely without at least 
the tacit support of the faculty. Few deans will last 
more than a year or two if the faculty does not 
approve their policies." 

The power of the faculty in the academic ac- 
tivities of a college or university has long been recog- 
nized. Few boards of trustees would seriously con- 
sider infringing on the faculty's authority over what 
goes on in the classroom. As for the college or 
university president, he almost always would agree 
with McGeorge Bundy, president of the Ford Foun- 
dation, that he is, "on academic matters, the agent 
and not the master of the faculty." 

A joint statement by three major organizations 
representing trustees, presidents, and professors has 
spelled out the faculty's role in governing a college 
or university. It says, in part: 

"The faculty has primary responsibility for such 
fundamental areas as curriculum, subject matter 
and methods of instruction, research, faculty status, 
and those aspects of student life which relate to the 
educational process. 

"On these matters, the power of review or final 
decision lodged in the governing board or delegated 
by it to the president should be exercised adversely 
only in exceptional circumstances. . . . 

"The faculty sets the requirements for the degrees 
offered in course, determines when the requirements 
have been met, and authorizes the president and 
board to grant the degrees thus achieved. 

"Faculty status and related matters are primarily 
a faculty responsibility. This area includes appoint- 
ments, reappointments, decisions not to reappoint, 
promotions, the granting of tenure, and dismissal. 
. . . The governing board and president should, on 


questions of faculty status, as in other matters where 
the faculty has primary responsibility, concur with 
the faculty judgment except in rare instances and 
for compelling reasons which should be stated in 

"The faculty should actively participate in the 
determination of policies and procedures governing 
salary increases. . . . 

"Agencies for faculty participation in the govern- 
ment of the college or university should be estab- 
lished at each level where faculty responsibility is 
present. ..." 

Few have quarreled with the underlying reason 
for such faculty autonomy: the protection of aca- 
demic freedom. But some thoughtful observers of the 
college and university scene think some way must be 
found to prevent an undesirable side effect: the 
perpetuation of comfortable ruts, in which individ- 
ual faculty members might prefer to preserve the 
status quo rather than approve changes that the 
welfare of their students, their institutions, and 
society might demand. 

The president of George Washington University, 
Lloyd H. Elliott, put it this way last fall: 

"Under the banner of academic freedom, [the 
individual professor's] authority for his own course 
has become an almost unchallenged right. He has 
been not only free to ignore suggestions for change, 
but licensed, it is assumed, to prevent any change 
he himself does not choose. 

"Even in departments where courses are sequen- 
tial, the individual professor chooses the degree to 

Wlw's in Charge— III 

The Faculty 

Who's in Charge —IV 

The Students 

which he will accommodate his 
course to others in the sequence. 
The question then becomes: What 
restructuring is possible or desirable 
within the context of the professor's 
academic freedom?" 

nother phenomenon has af- 
fected the faculty's role 
in governing the colleges 
and universities in recent 
years. Louis T. Benezet, president 
of the Claremont Graduate School 
and University Center, describes it 

"Socially, the greatest change that 
has taken place on the American campus is the pro- 
fessional izalion of the faculty. . . . The pattern of 
faculty activity both inside and outside the institution 
has changed accordingly. 

"The original (acuity corporation was the univer- 
sity. It is now quite unstable, composed of mobile 
professors whose employment depends on regional 
or national conditions in their field, rather than on 
an organic relationship to their institution and even 

less on the relationship to their administrative 
heads. . . . 

"With such powerful changes at work strengthen- 
ing the professor as a specialist, it has become more 
difficult to promote faculty responsibility for edu- 
cational policy." 

Said Columbia trustee William S. Paley: "It has 
been my own observation that faculties tend to as- 
sume the attitude that they are a detached ar- 
bitrating force between students on one hand and 
administrators on the other, with no immediate 
responsibility for the university as a whole." 

Yet in theory, at least, faculty members 
seem to favor the idea of taking a greater 
part in governing their colleges and 
universities. In the American Council on 
Education's survey of predictions for the 1970's, 
99 per cent of the faculty members who responded 
said such participation was "highly desirable" or 
"essential." Three out of four said it was "almost 
certain" or "very likely" to develop. (Eight out of 
ten administrators agreed that greater faculty par- 
ticipation was desirable, although they were con- 
siderably less optimistic about its coming about.) 

In another survey by the American Council on 
Education, Archie R. Dykes — now chancellor of the 
University of Tennessee at Martin — interviewed 
106 faculty members at a large midwestern univer- 
sity to get their views on helping to run the in- 
stitution. He found "a pervasive ambivalence in 
faculty attitudes toward participation in decision- 

Faculty members "indicated the faculty should 
have a strong, active, and influential role in de- 
cisions," but "revealed a strong reticence to give the 
time such a role would require," Mr. Dykes re- 
ported. "Asserting that faculty participation is es- 
sential, they placed participation at the bottom of 
the professional priority list and deprecated their 
colleagues who do participate." 

Kramer Rohfleisch, a history professor at San 
Diego State College, put it this way at a meeting of 
the American Association of State Colleges and 
Universities: "If we do shoulder this burden [of 
academic governance] to excess, just who will tend 
the academic store, do the teaching, and extend the 
range of human knowledge?" 

The report of a colloquium at Teachers College, 
New York, took a different view: "Future encoun- 
ters [on the campuses] may be even less likely of 

resolution than the present difficulties unless both 
faculty members and students soon gain widened 
perspectives on issues of university governance." 

Who's in charge? Today a new group 
has burst into the picture: the col- 
lege and university students them- 
The issues arousing students have been numerous. 
Last academic year, a nationwide survey by Educa- 
tional Testing Service found, the Number 1 cause 
of student unrest was the war in Vietnam; it caused 
protests at 34 per cent of the 859 four-year colleges 
and universities studied. The second most frequent 
cause of unrest was dormitory regulations. This 
year, many of the most violent campus demonstra- 
tions have centered on civil rights. 

In many instances the stated issues were the real 
causes of student protest. In others they provided 
excuses to radical students whose aims were less the 
correction of specific ills or the reform of their col- 
leges and universities than the destruction of the 
political and social system as a whole. It is impor- 
tant to differentiate the two, and a look at the 
dramatis per sonae can be instructive in doing so. 

at the left — the "New Left," not to be con- 
/% fused with old-style liberalism — is Stu- 

/ % dents for a Democratic Society, whose 
-X. Wk leaders often use the issue of university 
reform to mobilize support from their fellow students 
and to "radicalize" them. The major concern of 
sds is not with the colleges and universities per se, 
but with American society as a whole. 

"It is basically impossible to have an honest 
university in a dishonest society," said the chairman 
of sds at Columbia, Mark Rudd, in what was a fairly 
representative statement of the sds attitude. Last 
year's turmoil at Columbia, in his view, was im- 
mensely valuable as a way of educating students 
and the public to the "corrupt and exploitative" 
nature of U.S. society. 

"It's as if you had reformed Heidelberg in 1938," 
an sds member is likely to say, in explanation of his 
philosophy. "You would still have had Hitler's 
Germany outside the university walls." 

The sds was founded in 1962. Today it is a loosely 
organized group with some 35,000 members, on 
about 350 campuses. Nearly everyone who has 
studied the sds phenomenon agrees its members are 
highly idealistic and very bright. Their idealism has 

' Student power' has many meanings, as the young seek a role in college governance 

Attached to a college (intellectually, 

led them to a disappointment with the society 
around them, and they have concluded it is corrupt. 

Most sds members disapprove of the Russian 
experience with socialism, but they seem to admire 
the Cuban brand. Recently, however, members re- 
turning from visits to Cuba have appeared disil- 
lusioned by repressive measures they have seen the 
government applying there. 

The meetings of sds — and, to a large extent, the 
activities of the national organization, generally — 
have an improvisational quality about them. This 
often carries over into the sds view of the future. 
"We can't explain what form the society will take 
after the revolution," a member will say. "We'll 
just have to wait and see how it develops." 

In recent months the sds outlook has become in- 
creasingly bitter. Some observers, noting the escala- 
tion in militant rhetoric coming from sds head- 
quarters in Chicago, fear the radical movement soon 
may adopt a more openly aggressive strategy. 

Still, it is doubtful that sds, in its present state of 
organization, would be capable of any sustained, 
concerted assault on the institutions of society. The 
organization is diffuse, and its members have a 
strong antipathy toward authority. They dislike 
carrying out orders, whatever the source. 

FAR MORE INFLUENTIAL in the long 1U11, lUOSt 
observers believe, will be the U.S. National 
Student Association. In the current spectrum 
of student activism on the campuses, leaders 
of the nsa consider their members "moderates," not 
radicals. A former nsa president, Edward A. 
Schwartz, explains the difference: 

"The moderate student says, 'We'll go on strike, 
rather than burn the buildings down.' ' 

The nsa is the national organization of elected 
student governments on nearly 400 campuses. Its 
Washington office shows an increasing efficiency 
and militancy — a reflection, perhaps, of the fact that 
many college students take student government 
much more seriously, today, than in the past. 

The nsa talks of "student power" and works at it: 
more student participation in the decision-making 
at the country's colleges and universities. And it 
wants changes in the teaching process and the 
traditional curriculum. 

In pursuit of these goals, the nsa sends advisers 

around the country to help student governments 

. with their battles. The advisers often urge the 

students to take their challenges to authority to the 

emotionally) and detached (physically), alumni can be a great and healthy force 

courts, and the nsa's central office maintains an 
up-to-date file of precedent cases and judicial 

A major aim of nsa this year is reform of the 
academic process. With a $315,000 grant from the 
Ford Foundation, the association has established a 
center for educational reform, which encourages 
students to set up their own classes as alternative 
models, demonstrating to the colleges and univer- 
sities the kinds of learning that students consider 

The Ford grant, say nsa officials, will be used to 
"generate quiet revolutions instead of ugly ones" 
on college campuses. The nsa today is an organiza- 
tion that wants to reform society from within, 
rather than destroy it and then try to rebuild. 

Also in the picture are organizations of militant 
Negro students, such as the Congress for the Unity 
of Black Students, whose founding sessions at Shaw 
University last spring drew 78 delegates from 37 
colleges and universities. The congress is intended 
as a campus successor to the Student Nonviolent 
Coordinating Committee. It will push for courses on 
the history, culture, art, literature, and music of 
Negroes. Its founders urged students to pursue their 
goals without interfering with the orderly operation 
of their colleges or jeopardizing their own academic 
activities. (Some other organizations of black students 
are considerably more militant.) 

And, as a "constructive alternative to the disrup- 
tive approach," an organization called Associated 
Student Governments of the U.S.A. claims a mem- 
bership of 150 student governments and proclaims 
that it has "no political intent or purpose," only 
"the sharing of ideas about student government." 

These are some of the principal national groups. 
In addition, many others exist as purely local or- 
ganizations, concerned with only one campus or 
specific issues. 

Except for those whose aim is outright dis- 
ruption for disruption's sake, many such 
. student reformers are gaining a respectful 
I hearing from college and university ad- 
ministrators, faculty members, and trustees — even 
as the more radical militants are meeting greater 
resistance. And increasing numbers of institutions 
have devised, or are seeking, ways of making the 
students a part of the campus decision-making 

It isn't easy. "The problem of constructive student 

participation — participation that gets down to the 
'nitty-gritty' — is of course difficult," Dean C. Peter 
Magrath of the University of Nebraska's College of 
Arts and Sciences has written. "Students are birds 
of passage who usually lack the expertise and 
sophistication to function effectively on complex 
university affairs until their junior and senior years. 
Within a year or two they graduate, but the ad- 
ministration and faculty are left with the policies 
they helped devise. A student generation lasts for 
four years; colleges and universities are more 

Yale University's President Kingman Brewster, 
testifying before the National Commission on the 
Causes and Prevention of Violence, gave these four 
"prescriptions" for peaceful student involvement: 

► Free expression must be "absolutely guaran- 
teed, no matter how critical or demonstrative it 
may be." 

► Students must have an opportunity to take 
part in "the shaping and direction of the programs, 
activities, and regulations which affect them." 

► Channels of communication must be kept 
open. "The freedom of student expression must be 
matched by a willingness to listen seriously." 

► The student must be treated as an individual, 
with "considerable latitude to design his own 
program and way of life." 

With such guidelines, accompanied by positive 
action to give students a voice in the college and 
university affairs that concern them, many observers 
think a genuine solution to student unrest may be 
attainable. And many think the students' contribu- 
tion to college and university governance will be 
substantial, and that the nation's institutions of 
higher learning will be the better for it. 

"Personally," says Otis A. Singletary, vice-chan- 
cellor for academic affairs at the University of 
Texas, "my suspicion is that in university reform, 
the students are going to make a real impact on the 
improvement of undergraduate teaching." 

Says Morris B. Abram, president of Brandeis 
University: "Today's students are physically, emo- 
tionally, and educationally more mature than my 
generation at the same age. Moreover, they have 
become perceptive social critics of society. The re- 
formers among them far outnumber the disrupters. 
There is little reason to suppose that ... if given 
the opportunity, [they] will not infuse good judg- 
ment into decisions about the rules governing their 
lives in this community." 

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Who's in Charge? 

Ideally, a Community 


V \ y 

As far as the academic community is concerned, 
*~V Benjamin Franklin's remark about hanging to- 
gether or hanging separately has never been more 
apt. The desire for change is better expressed in 
common future-making than in disputing who is in 
and who is out — or how far. 

— John Caffrey, American Council on Education 


A college or university can be governed well only by a sense of its community 

Who's in charge? Trustees and ad- 
ministrators, faculty members and 
students. Any other answer — any 
authoritarian answer from one of 
the groups alone, any call from outside for more 
centralization of authority to restore "order" to 
the campuses — misses the point of the academic 
enterprise as it has developed in the United States. 

The concept of that enterprise echoes the European 
idea of a community of scholars — self-governing, 
self-determining — teachers and students sharing the 
goal of pursuing knowledge. But it adds an idea that 
from the outset was uniquely American: the belief 
that our colleges and universities must not be self- 
centered and ingrown, but must serve society. 

This idea accounts for putting the ultimate legal 
authority for our colleges and universities in the 
hands of the trustees or regents. They represent the 
view of the larger, outside interest in the institu- 
tions: the interest of churches, of governments, of the 
people. And, as a part of the college or university's 
government, they represent the institution to the 
public: defending it against attack, explaining its 
case to legislatures, corporations, labor unions, 
church groups, and millions of individual citizens. 

Each group in the campus community has its own 
interests, for which it speaks. Each has its own 
authority to govern itself, which it exercises. Each 
has an interest in the institution as a whole, which 
it expresses. Each, ideally, recognizes the interests of 
the others, as well as the common cause. 

That last, difficult requirement, of course, is 
where the process encounters the greatest risk of 

"Almost any proposal for major innovation in the 
universities today runs head-on into the opposition 
of powerful vested interests," John W. Gardner has 
observed. "And the problem is compounded by the 
fact that all of us who have grown up in the aca- 
demic world are skilled in identifying our vested 
interests with the Good, the True, and the Beautiful, 
so that any attack on them is, by definition, 

In times of stress, the risk of a breakdown is 
especially great. Such times have enveloped us all, 
in recent years. The breakdowns have occurred, on 
some campuses — at times spectacularly. 

Whenever they happen, cries are heard for 
abolishing the system. Some demand that campus 
authority be gathered into the hands of a few, who 
would then tighten discipline and curb dissent. 

Others — at the other end of the spectrum — demand 
the destruction of the whole enterprise, without 
proposing any alternatives. 

If the colleges and universities survive these 
demands, it will be because reason again has taken 
hold. Men and women who would neither destroy 
the system nor prevent needed reforms in it are 
hard at work on nearly every campus in America, 
seeking ways to keep the concept of the academic 
community strong, innovative, and workable. 

The task is tough, demanding, and likely to con- 
tinue for years to come. "For many professors," 
said the president of Cornell University, James A. 
Perkins, at a convocation of alumni, "the time re- 
quired to regain a sense of campus community . . . 
demands painful choices." But wherever that sense 
has been lost or broken down, regaining it is 

The alternatives are unacceptable. "If this com- 
munity forgets itself and its common stake and 
destiny," John Caffrey has written, "there are 
powers outside that community who will be only 
too glad to step in and manage for us." Chancellor 
Samuel B. Gould, of the State University of New 
York, put it in these words to a committee of the 
state legislature: 

"This tradition of internal governance . . . must — 
at all cost — be preserved. Any attempt, however 
well-intentioned, to ignore trustee authority or to 
undermine the university's own patterns of opera- 
tion, will vitiate the spirit of the institution and, in 
time, kill the very thing it seeks to preserve." 

Who's in charge there? The jigsaw 
puzzle, put together on the preced- 
ing page, shows the participants: 
trustees, administrators, professors, 
students, ex-students. But a piece is missing. It must 
be supplied, if the answer to our question is to be 
accurate and complete. 

It is the American people themselves. By direct 
and indirect means, on both public and private 
colleges and universities, they exert an influence 
that few of them suspect. 

The people wield their greatest power through 
governments. For the present year, through the 50 
states, they have appropriated more than $5-billion 
in tax funds for college and university operating 
expenses alone. This is more than three times the 
$1.5-billion of only eight years ago. As an expression 
of the people's decision-making power in higher 

Simultaneously, much power is held by ' outsiders' usually unaware of their role 

education, nothing could be more eloquent. 

Through the federal government, the public's 
power to chart the course of our colleges and uni- 
versities has been demonstrated even more dramat- 
ically. How the federal government has spent 
money throughout U.S. higher education has 
changed the colleges and universities in a way that 
few could have visualized a quarter-century ago. 

Here is a hard look at what this influence has 
meant. It was written by Clark Kerr for the 
Brookings Institution's "Agenda for the Nation," 
presented to the Nixon administration : 

"Power is allocated with money," he wrote. 

"The day is largely past of the supremacy of the 
autocratic president, the all-powerful chairman of 
the board, the feared chairman of the state appro- 
priations committee, the financial patron saint, the 
all-wise foundation executive guiding higher educa- 
tion into new directions, the wealthy alumnus with 
his pet projects, the quiet but effective representa- 
tives of the special interests. This shift of power can 
be seen and felt on almost every campus. Twenty 
years of federal impact has been the decisive in- 
fluence in bringing it about. 

"Decisions are being made in more places, and 

Who's in Charge — V 

The Public 

more of these places are external to the campus." 
The process began with the land-grant movement 
of the nineteenth century, which enlisted higher 
education's resources in the industrial and agri- 
cultural growth of the nation. It reached explosive 
proportions in World War II, when the govern- 
ment went to the colleges and universities for 
desperately needed technology and research. After 
the war, spurred by the launching of Russia's 
Sputnik, federal support of activities on the campuses 
grew rapidly. 

Millions of dollars every year went 
to the campuses for research. Most of 
it was allocated to individual faculty 
members, and their power grew pro- 
portionately. So did their independence from the 
college or university that employed them. So did 
the importance of research in their lives. Clearly 
that was where the money and prestige lay; at 

Illustrated by Jerry Dadds 

many research-heavy universities, large numbers of 
faculty members found that their teaching duties 
somehow seemed less important to them. Thus the 
distribution of federal funds had substantially 
changed many an institution of higher education. 

Washington gained a role in college and uni- 
versity decision-making in other ways, as well. 
Spending money on new buildings may have had no 
place in an institution's planning, one year; other 
expenditures may have seemed more urgent. But 
when the federal government offered large sums 
of money for construction, on condition that the 
institution match them from its own pocket, what 
board or president could turn the offer down? 

Not that the influence from Washington was 
sinister; considering the vast sums involved, the 
federal programs of aid to higher education have 
been remarkably free of taint. But the federal power 
to influence the direction of colleges and uni- 
versities was strong and, for most, irresistible. 

Church-related institutions, for example, found 
themselves re-examining — and often changing — 
their long-held insistence on total separation of 
church and state. A few held out against taking 
federal funds, but with every passing year they 
found it more difficult to do so. Without accepting 
them, a college found it hard to compete. 


he power of the public to influence the 
campuses will continue. The Carnegie 
Commission on Higher Education, in 
its important assessment issued in Decem- 

ber, said that by 1976 federal support for the 
nation's colleges and universities must grow to 
$13-billion a year. 

"What the American nation now needs from 
higher education," said the Carnegie Commission, 
"can be summed up in two words: quality and 

How far the colleges and universities will go in 
meeting these needs will depend not basically on 
those who govern the colleges internally, but on the 
public that, through the government, influences 
them from without. 

"The fundamental question is this," said the 
State University of New York's Chancellor Gould : 
"Do we believe deeply enough in the principle of 
an intellectually free and self-regulating university 
that we are willing to exercise the necessary caution 
which will permit the institution — with its faults — 
to survive and even flourish?" 

In answering that question, the alumni and 
alumnae have a crucial part to play. As former 
students, they know the importance of the higher 
educational process as few others do. They under- 
stand why it is, and must be, controversial; why 
it does, and must, generate frictions; why it is, 
and must, be free. And as members of the public, 
they can be higher education's most informed and 
persuasive spokesmen. 

Who's in charge here? The answer is at once 
simple and infinitely complex. 

The trustees are. The faculty is. The students are. 
The president is. You are. 

The report on this and the preceding 15 
pages is the product of a cooperative en- 
deavor in which scores of schools, colleges, 
and universities are taking part. It was pre- 
pared under the direction of the group listed 
below, who form editorial projects for 
education, a non-profit organization associ- 
ated with the American Alumni Council. 

Naturally, in a report of such length and 
scope, not all statements necessarily reflect 
the views of all the persons involved, or of 
their institutions. Copyright © 1969 by Edi- 
torial Projects for Education, Inc. All rights 
reserved; no part may be reproduced without 
the express permission of the editors. Printed 
in U. S. A. 


Indiana University 


Carnegie-Mellon University 


The University of Oklahoma 


Swarthmore College 


George Washington University 


American Alumni Council 


Columbia University 


The University of Texas 


Massachusetts Institute 
of Technology 


The University of Oregon 


The University of Colorado 


Wesley an University 


The University of Pennsylvania 


New York University 


The Carnegie Commission on 
Higher Education 


Phillips Academy, Andover 


The Ohio State University 


Dartmouth College 


Simmons College 


Brown University 


Sweet Briar College 


Executive Editor 


Associate Editor 


Managing Editor 


New Left Not So New, Says Alumnus-Lecturer 

Mysterious girls wearing short hair and 
dark glasses, men with shoulder-length locks and 
weird capes, hippie communes, underground 
newspapers — the radical student scene at Berkeley 
or New York's East Village? 

Not according to Dr. William B. Edgerton, 
Indiana University professor of Slavic Languages. 
New Left, yes; but vintage Russian New Left of 
the 1860's. 

Dr. Edgerton, a 1934 graduate of Guilford and 
a former Guilford professor, is an expert on Slav- 
ic affairs and a specialist on eighteenth and nine- 
teenth century Russian literature. 

Recently he addressed Guilford College students 
and faculty on the topic: "The Russian Students 
Got There First - Their New Left of the 1860's." 

Dr. Edgerton described similarities between the 
mid- 19th century Russian and present-day U.S. 
conditions which give rise to revolutionary move- 
ments. He cited the "disastrous" Russian involve- 
ment in the Crimean War, and the increasing de- 
mand by intellectuals for the abolition of serfdom, 
a condition of 80 per cent of the population. 

Like present conditions created by the Viet 
Nam Waf and opportunities afforded American 
Negroes, Dr. Edgerton said, the Russian situation 
was a hotbed for new ideas and dissident groups. 

"Definite parallels exist," Dr. Edgerton said, 
"but for them (Russian students) there was no 

nonsense about playing revolution. If they were 
caught with so much as a printing press, they could 
be sent to Siberia for life. 

"Groups such as SDS in the U.S. are attempting 
to act as if a revolutionary situation exists, when 
in fact we have the tools for democratic reform 
built into our system," stated Dr. Edgerton. He 
read recent SDS and student radicals' statements 
as examples of "the romantic cultivation of re- 
volutionary rhetoric" similar to literature produced 
by Russian revolutionaries in the 1860's. 

"There seems to be in this country's New Left 
an increasing Jacobinism, destruction for the sake 
of destruction, violence for its own sake." he said. 
"Jacobinism took over the Russian movement and 
succeeded in polarizing the Russian political scene: 
severe right-wing reaction thwarted all reform for 

"It seems most paradoxical," Dr. Edgerton con- 
cluded his lecture, "that while the new Left pro- 
test movement in this country has grown up in op- 
position to the Viet Nam War, revolution seems 
to allow the New Left to play war without guilty 

"War makes life less drab; it is often an oppor- 
tunity to lose oneself; it makes complicated situa- 
tions appear simple. It seems that all the old fash- 
ion satisfactions of war are found for the New Left 
in the idea of revolution." he said. 


European Classroom 

Joint Summer School Planned 

Europe again will become the classroom 
and stomping ground for some 50 college students 
participating in Guilford College's Seminars 
Abroad program this summer. 

The 70-day tour June 9 through August 19 in- 
cludes visits to 16 cities in 13 countries, including 
several behind the Iron Curtain. The itinerary in- 
cludes Brussels, Amsterdam, Paris, Geneva. Berne, 
Munich, Vienna, Rome, Florence, Athens, Buda- 
pest, Kiev, Moscow, Warsaw, Berlin, Copenhagen, 
and London. 

According to tour director Claude C. Shotts, 
Seminars Abroad is unique in that it offers stu- 
dents "a chance to meet Europeans, especially 
students, and to learn something about the govern- 
ments and way of life in each country." In addi- 
tion, the participants visit museums and places of 
historic and cultural interest. 

As preparation for the tour, students are ex- 
pected to read about the countries they will visit, 
participate in a weekend introductory conference, 
and attend a two-day briefing session at European 
embassies in Washington, D. C. 

Once in Europe, students attend lectures and 
seminars on the governments, art, and culture of 
their host nation. Students may earn three hours 
college credit from Guilford on the basis of inde- 
pendent study. 

Seminars Abroad, now in its twelfth year, will 
again be led by Claude Shotts, former director of 
Friends' Post-War Relief and International Semi- 
nars in Europe. He is assisted by Miss Ruth Rothe 
of Germany. 

Shotts says that for the more than 300 students 
who have taken part in the program since 1957, 
Seminars Abroad is an "experience in self discov- 

"Without exception, the students have consider- 
ed the program one of the most significant experi- 
ences of their lives and a most important contri- 
bution to their education," says Shotts. 

He summarizes the summer abroad program by 
saying, "For the first time, many students are able 
to discover the meaning to life through their as- 
sociation with people in foreign countries. They 
find people aren't really so different the world 

The cost for the 1969 Seminars Abroad is 
$1630. Inquiries may be addressed to Claude 
Shotts, Guilford College, Greensboro, N. C. 

Bennett, Guilford, and Greensboro Col- 
leges will combine their summer school programs 
into one joint session this summer. 

The three colleges, members of the Greensboro 
Tri-College Consortium, will sponsor two five- 
week summer terms, June 9 through July 12 and 
July 14 through August 16. Classes will be held 
on the campus of Greensboro College and the 
Downtown Campus of Guilford College. 

Dr. E. Daryl Kent, director of the summer 
school, said, "The cooperative summer school will 
permit us to offer twice as many courses than if 
we again held individual summer sessions." Dr. 
Kent is professor of philosophy and religion at 

Courses basic to the programs of all three col- 
leges will be offered along with a "number of ad- 
vanced and specialized courses," he adds. 

Approximately 92 daytime courses will be of- 
fered during both summer sessions. Thirteen spe- 
cial education courses will be conducted for pub- 
lic school teachers needing to renew teaching cer- 
tificates or desiring additional training in educat- 
ing the exceptional child. 

We're All About You! 

So, what's news? you/ Your interests, your 
achievements, your creative accomplishments are 
what your classmates and other alumni want to 
read about. For instance, this issue spotlights 
Guilford alumni who hold varied jobs in the field 
of communications, publishing, and writing — be 
sure to read their vignettes in Class Notes, from 
Robert Register '41 to Robert D. Marsh '59. 

Nothing about you in this issue? There can be 
two reasons. First of all, you probably still haven't 
gotten around to dropping us that note you've been 
intending to write for oh, so long. 

Secondly, it could be that one of our bleary- 
eyed staffers, scanning dozens of newspapers from 
around the state, happened to miss that wee item 
about you in your hometown newspaper. How 
about giving them a break? Sit down, write us that 
bit of news about yourself, and mail it to: Editor, 
Guilford Alumni Journal, Guilford College, 
Greensboro, N. C, 27410. Your classmates will 
be glad to learn "whatever happened to old so- 




Luther L. Cummings and his wife, the 
former Georgia Brown, were guests of 
honor on their 60th wedding anniversary 
celebration, given by their sons and 
daughters on Jan. 4 in Tekoa, Wash. 
They have five sons, two daughters, twen- 
ty-four grandchildren and eighteen great- 


Rev. and Mrs. W. E. Hassler (former 
Agnes Rowena King) celebrated their 
Golden Wedding Anniversary on Dec. 


Earl E. Henley was recently elected 
Senior Vice President of the B. B. Walk- 
er Shoe Company of Asheboro. He has 
been a director of the company since it 
was incorporated in 1952 and has been 
in charge of manufacturing and construc- 
tion since 1956. 


Arthur James (Red) Hughes has re- 
cently been appointed Division Engineer 
for the State Highway Commission's Di- 
vision Eight. He joined as a roadman in 
1927 and has held various positions in 
the 41 years he has served the Commis- 
sion. He is a member of the N. C. Society 
of Engineers. His wife is the former 
Helen Barham. 


James C. Cornette Jr. of Sherman, Tex- 
as, accompanied by his wife and daughter, 
spent six months in Europe traveling 
and studying. James spent the winter 
semester in Hamburg, Germany, where 
he audited courses in modern German 
literature and taught two evenings per 
week in the state foreign language school. 


Thomas L. Ashcraft was recently elect- 
ed secretary of the Insurance Company 
of North America. He joined INA in 
1946 and lives in Philadelphia with his 
wife and two children. 


Jane Wallace Dudlik and her husband 
Edward reside at Dudfield House, Hunt- 
indon Valley, Pa. with their three child- 
ren. They have business interests in Dud- 
lik Gasket and Stamping Co., Inc.; Plas- 
tics, Inc.; and Dudlik Realty. 


Richard L. Hall was recently appoint- 
ed executive assistant to the socks-divi- 
sion president of Burlington Industries. 
Hall has been with Burlington for fifteen 
years in various manufacturing and per- 
sonnel positions. 


Robert T. Waugh 

has been elected a vice 
president of the Fed- 
eral Home Loan Bank 
of Greensboro. He 
joined the bank in 
1954. Since 1957 he 
has been in the Super- 
vision Department, 
first as staff assistant 
and later as assistant vice president. He 
is a director of the YMCA and has 
coached various athletic teams for more 
than 14 years. 

William F. Baxter Jr. has recently 
completed his third year as Staff Assis- 
tant in the Office of the Secretary of 
Health, Education, and Welfare. Upon 
graduation from Guilford, he received 
a master's degree in education from 
Johns Hopkins University. He and his 
wife and six-year old daughter live at 
9704 Bellevue Dr., Bethesda, Md. 


Carl D. Tharin has been elected mort- 
gage loan officer for North Carolina Na- 
tional Bank in Raleigh. 

Herbert S. Pendergraft, of Fort Pierce, 
Fla., is now serving his second year as 
Assistant Professor of French at Indian 
River Junior College. He and his wife 
Jane have two daughters, 14 and 11. 


Bob Shoaf has been 
elected assistant vice 
president of Wachovia 
Insurance, a member 
company of the Wach- 
ovia Corp. He joined 
Wachovia in 1961 in 
Winston-Salem as an 
insurance representa- 
tive. He was elected 
an assistant secretary in 1968. 

James R. Lomax (LCDR, U.S. Navy) 
returned from duty in Vietnam in April, 
1968. and is now living at 2004 Brent- 
wood Dr., Alexandria, La., with his wife 
Judy and daughter Kirsten, 5%. He is a 
commanding officer at the Naval Re- 



Robert Register '41, left Guilford 
College with a firm footing in journa- 
lism. He had been editor of The Guil- 
fordian, and was a one-man news bu- 
reau for the college. "I was the bu- 
reau in those days," he says, explain- 
ing that while he was primarily a 
stringer for the Greensboro Daily 
News, his articles appeared in news- 
papers across the state. 

Fresh out of Guilford, Register join- 
ed the Daily News as a reporter. After 
returning from World War II, he be- 
gan reporting for the Greensboro Re- 
cord, the Daily News' afternoon count- 
erpart. In 1952 he became assistant 
city editor; in 1953, city editor. 

Since 1966 Register has shifted from 
chronicling events and interviewing 
newsmakers to critical and analytical 
writing. Presently as Assistant Editor. 
he is partially responsible for the edi- 
torial pages of the Record and the 
opinions expressed in the paper. 

"I am concerned primarily with ur- 
ban problems, our decaying cities," 
says Register, a prize-winning edito- 
rialist. (Last year he received a first 
place award from the N. C. Press As- 
sociation for editorial writing.) 

He considers Viet Nam another ma- 
jor concern: "Money is being funneled 
into the Viet Nam War which should 
be going to our cities. We should wake 
up. realize our mistake, and get out." 
Register, quiet, reserved, with ob- 
vious convictions, is not given to cli- 
ches or overstatement, as his daily 
readers realize. 

"Our problems are complex," he 
says. He attempts, with the patience 
of a veteran newsman, to make them 
more understandable. 



Robert Register '41 


serve Training Center there and will be 
at this assignment for three years. 


Catherine Neal Hartman, her husband 
Robert H.. and their two children. Carol, 
9, and David. 5. are living at 108 W. Gi- 
rard Ave.. Indianola, Iowa. Dr. Robert 
Hartman is an assistant professor of 
religion and philosophy at Simpson Col- 

Donald P. Durand spent his sabbatical 
year at Cambridge University, England, 
in the department of pathology. In Sep- 
tember of 1968, he became an associate 
professor of bacteriology at Iowa State 
University, Ames, Iowa. He and his wife 
and four children reside at 222 Hickory 
Dr.. Ames, Iowa. 


Rodney D. Steele Jr. and Gloria Shaw 

'60 announce the birth of a daughter. 
Karen Elizabeth, born Oct. 31. Rodney 
who taught and coached football for 8 
years, is now a service-sales representa- 
tive. They are living in Miami. 


Barbara Davis Howard and husband 
J. D. announce the birth of twin daugh- 
ters, born Nov. 8. They also have two 
other children, ages 7 and 5. Barbara 
has been teaching language arts in a jun- 
ior high school. They live on Route 2. 
Pikeville. N. C. 


J. Clyde Branson, employed by the 
Muscular Dystrophy Assoc, of America 
for the past seven years as a district di- 
rector in N. C. has been promoted to the 
national office in New York City. He 
and his wife, the former Luhenley Coble 
'56, reside at 65 Karen Way, Summit, 
N. J. They have two children. 

Becki Black v.HI Jones and her hus- 
band. Joseph R.. announce the birth of 
their second child. Michael Scott, born 
Oct. 27. They have another son 7 years 

Terry Neal Taylor and Shelby Jean 
Collins were married Oct. 5. She is em- 
ployed as a secretary by Stage Dec- 
oration & Supplies. Inc. He is employed 
as a foreman and draftsman by Jean F. 
Ogburn, Builders. The couple live at 
408% Vandalia Rd.. Pleasant Garden 
N. C. 

Harold Wilson Burrows and Alice Jo 
Kelley were married Oct. 20. They make 

their home at 4432 Memorial Dr.. Ra- 

P. Douglas Kerr was spotlighted by the 
High Point Enterprise Jan. 19 as the 
"High Pointer of the Week." He is ad- 
ministrative manager for the Southern 
Furniture Manufacturers Assn.. making 
him the number two man in the trade as- 
sociation which includes most of the 
furniture manufacturers in the South. He 
has also served as public relations direc- 
tor with the SFMA office in High Point 
since 1966. He is married to the former 
Jan Lucas of High Point. They have two 
children and live at 807 Runyon Dr.. 
High Point. 


Richard B. Marks and his wife, Toby 
announce the birth of a daughter, Lisa 
Stacy, on June 29. They live at 152 
Cotton Lane, Levittown, N. Y. He is a 
social studies teacher at Sylvia Pack- 
ard Junior High School in Plainedge. 
N. Y. 

Howard Can- and wife Diane an- 
nounce the birth of a daughter Susan 
Elizabeth born Oct. 18. 

Charles W. Stout is a field consultant 
with the N. C. Education Assn. He join- 
ed the staff of NCEA in July, 1967. He 
works with the Division of Classroom 
Teachers, the college student NCEA. and 
the high school Future Teachers. 


A. Boyce Crothers 

was promoted in De- 
cember to assistant 
cashier of North Caro- 
lina National Bank in 

Raymond Monroe Durham Jr. of Roc- 
ky Mount, received an M.A. degree in 
education from East Carolina Univer- 
sity May 26, 1968. 

U. S. Air Force Captain John F. Mc- 
Curry is attending the Air University's 
Squadron Officer School at Maxwell 
AFB. Ala. The instruction will prepare 
him for command-staff duties. His wife 
is the former Lynn DeViney of Greens- 

John B. Lowe has been appointed 
senior compensation analyst for the 
Hanes Corporation in Winston-Salem. 
He joined Hanes after 5 years as an in- 
dustrial relations representative with 
("one Mills in Greensboro. 





Suzanne Forrest and Peter A. Quincy 
were married in March of 1967. They 
live at 7513 Roosevelt St. in Hollywood, 
Fla.. where they both teach. They both 
will spend the summer in Arizona work- 
ing on their M.A.'s. 

Gayle Braxton Neave, First Lieutenant 
in the Air Force, has become the Com- 
mander of the Permanent Party WAF 
Squadron at Lackland AFB, San Antonio, 
Tex. She graduated from OTS at Lack- 
land in 1967. and has been the ad- 
ministrative officer in the Permanent 
Party WAF Squadron there. She will re- 
main at Lackland for three years. 

William Gentry Springs Jr. of Louis- 
ville. Ky., received an M.A. degree from 
East Carolina University May 26, 1968. 

Nancy Angotti Rosztoczy and her hus- 
band Zolton Rosztoczy announce the 
birth of their son, Steven Mark, born 
Jan. 20. They live at 10 Musket Trail. 
Simsbury, Conn. 

Willis L. Bivins is presently serving as 
a host-escort on the M.S. Gripsholm, a 
Swedish-American liner. He resides in 
New York but has been traveling to the 
Carribean. He plans to attend N.Y. Uni- 
versity in the fall. 

The wedding of John Ellis Elkins II 

and Linda Ruth Young took place Nov. 
24. She works for the University of Geor- 
gia: he works for a television station in 
Athens. They live at 140 Springdale St., 
Apt. 2. Athens. 

Patricia Ann Wall became the bride of 
Herbert Eugene Williams Nov 2. She is 
an elementary school teacher in Wins- 
ton-Salem. He is employed by R. J. 
Reynolds Tobacco Co. as a manufactur- 
ing supervisor. They live at 4940-F Hunt 
Club in Winston-Salem. 

Alan M. Hubbard has been named sales 
representative for the hospital-surgical 
sales force of Becton-Dickenson and 


Elizabeth Bailey Scott '44, picked 
up her basic literary skills at Guilford 
and has been writing for fun and pro- 
fit ever since. 

She attended Guilford from 1940- 
43, and in 1944 received a B.A. degree 
in English Literature from the Uni- 
versity of Pennslyvania. After work- 
ing as an indexer of technical books, 
copywriter for a technical publishing 
house, and columnist for a weekly 
newspaper (not simultaneously!) she 
went to Occupied Japan in 1948 as a 
member of the Special Services De- 
partment. U. S. Army. 

"In Tokyo. I worked as Program 
Director for an Enlisted Men's Serv- 
ice Club and reviewed books for the 
Army's newspaper. The Stars and Stri- 
pes. I also got married three times fall 
to the same man), wrote a satire on 
the experience and sold it to a delight- 
ed editor in the United States. That 
was the start of my free-lance writing 
career," she recalls. 

Back in the States in the 1950's. she 
spent four years in the graduate 
schools of Kansas State University and 
Oregon State University studying Fic- 
tion Writing under Russell Laman 
(novelist at Kansas State) and Bernard 
Malamud when he was teaching at 
Oregon. She let her husband collect 
the academic degrees fin Analytical 
Chemistry) while she learned how to 
collect checks from her writing. 

"Basically." she says. "I'm a 'write 
house' which means that I write 9() r ; 

of the time and keep house 10% of 
the time. This is possible only because 
my family understands that my 20- 
year old secondhand typewriter is 
more important to me than the dust- 
mop. Most people sell goods or serv- 
ices of some kind. The reason I hawk 
the products of my typewriter instead 
of fish, peanuts, or scrap iron, is that 
I prefer a sedentary life." 

Published usually under the by-line 
"E. Colvin Scott," her short stories, 
articles, and light verse appear in: 
Parent's Magazine, Young Miss, The 
Christian Science Monitor, True Con- 
fessions, True Romance. True Experi- 
ence, Golf Magazine, The Wall Street 
Journal. Popular Medicine, The Gold- 
en Magazine for Boys and Girls. Sun- 
day supplements, a fistful of Canadian 
home magazines, and about 40 differ- 
ent monthly denominational magazines 
for children and adults. Her fiction 
stories have won one national award 
and two regional awards for excel- 

"I prefer childrens' writing because 
of the enormous challenges it im- 
poses." she says. "Kids can spot a 'cre- 
dibility gap' faster than you can say 
"Viet Nam' and they also will not ac- 
cept shoddy writing." (Two of her 
chilrens' books are going the rounds 
of publishing houses and she's work- 
ing on a third.) "Next in preference 
is satire because I find the absurdities 
of contemporary life too outrageous to 
be left around unchallenged." she says. 

"Incidently," adds Mrs. Scott, "Do- 
rothy Gilbert Thorne and the late Phi- 
lip Furnas of Guilford instilled in me 
an appreciation of, and devotion to. 
excellent writing. Like most writers, I 
hope one day to produce something 
really good." 

Recently Mrs. Scott was made a 
member of The Authors Guild and 
The Authors League of America. Her 
current project is a comic opera to be 
produced this spring by the Student 
Foundation of Wisconsin State Uni- 
versity-River Falls, where her husband 
is Associate Professor of Chemistry. 

Away from the typewriter. Mrs. 
Scott finds time to be mother to two 
teenage sons, Jeffery and Jonathan. 
Picking up the cue from her mother, 
daughter Rosemary left home last fall 
to enter Guilford as a freshman. 

Elizabeth Bailey Scott '44 


Company. He will be assigned to the 
N. Y. sales region. 


William T. Larmore has joined Har- 
ris, Upham & Co., as a registered re- 
presentative in the Winston-Salem broker- 
age office. He was previously a sales 
representative for Tomlinson Furniture 
Manufacturers in High Point. He and 
his wife. Bettie Jean, live at 25-B Col- 
lege Village Apartments, High Point. 

Patrick A. Massu graduated from Tem- 
ple University in Philadelphia in 1968. 
He received a masters degree in busi- 
ness administration and is now working 
for Textil Lo Espejo S.A. in Santiago. 

Ralph Jerry Christian received a MA. 
degree from Wake Forest University 
Aug. 23. 1968. 

Anna Kay Sears Murray lives with her 
husband Aubrey Hughes Murray Jr. at 
2517 Fernwood Dr., Greensboro. She is 
an assistant and secretary to the pur- 
chasing manager of the Key Co., home 
builders: her husband is a computor oper- 
ator for Blue Gem manufacturing com- 

Steve A. Joyce has been admitted as a 
partner in the firm of Davenport. Mar- 

vin and Caudle, Certified Public Ac- 
countants, Greensboro. He received his 
certified public accountant certificate in 
1966 and holds membership in the Ameri- 
can Institute of Certified Public Account- 
ants. He is married to the former Nancy 
Spencer of Madison. 

J. William Ferrell III was elected Cor- 
respondent Bank Officer by the Board of 
Directors of the Central National Bank 
of Richmond. Va. at its January meeting. 
He joined the bank in July, 1966, as a 
Management Trainee. Ferrell is mar- 
ried to the former Dorothy Wingfield 
Ewing of Richmond. They have one son, 
William IV. 

James O. Bailes has been attending 
the National Collegb of Chiropractic in 
Lombard. Iillinois. After his graduation 
in May. he plans to serve his internship at 
Lombard Chiropractic Hospital and then 
return to Greensboro to open a chiro- 
practic clinic. In addition to the Doctor 
of Chiropractic Degree, he will receive 
his second B.S. degree in May, 1969. 

James Milton Hunt and his wife., the 
former Susan Bradley '67, announce the 
birth of their first child, a daughter, Jen- 
nifer Alane, born Dec. 24. They are liv- 
ing in Winter Park, Fla.. at 1401 Devon 
Rd. He is taking graduate courses in busi- 
ness at Rollins College. 

- ^^ 

% ° 

Guilford College alumni in Vietnam (I. to r.) William H. Gucrrant '66. 
of Charlotte; A. Michael Shore '65, of Pilot Mountain: C. Thomas Sheets 
'68, of Winston-Salem: C. Daniel Crutchfield Jr. '66, of Greensboro; Cyrus 
Roby (John) Garner '65, of Mt. Airy; T. Larry McCormack '65, of High 
Point. The six servicemen stand near the South China Sea at Chu Lai, sixty 
miles south of DaNang. Guerrant, who served as photo editor for the Ameri- 
can Division magazine and newspaper, recently completed his tour of Viet- 
nam duty. The other five, all members of the 312th Evacuation Hospital 
Army Reserve Unit of Winston-Salem, were called to active duty in May 
of last year. 

David Parsons III 

has recently returned 
to Greensboro from a 
two year assignment 
with the American 
^^k Friends Service ( om- 

^^^^f ^^^ mittee in Skikda, Alge- 
A^E^fl I M: v \clnnteer 
Bll I community develop- 
ment worker. Parsons' 
basic job was to help the people of Skik- 
da help themselves in solving some press- 
ing problems. He is presently working 
on the copy desk at the Greensboro Daily 


Catherine (Kattie) Brooks of Wil- 
mington, Del., was one of 20 trainees who 
recently graduated from a Vista Volunteer 
program at the Oklahoma Training Cen- 
ter in Norman, Okla. She will spend one 
year working with Project Lack in Hous- 
ton. Texas. Among her activities as a 
volunteer are: developing social service 
centers, organizing groups for self-help 
projects, participating in Head Start oper- 
ations, taking children on recreation 
field trips, tutoring, and establishing a 
community center. 

William E. Benbow and Susan l.iim 69 
were married Feb. 15 in Cranston, R. I. 
He is Director of Alumni Affairs at Guil- 
ford College. They are living on Lindley 
Road. Greensboro. 

Ronald Winslow of Asheboro has been 
promoted to vice-president and general 
manager of manufacturing of the Vir- 
ginia Show Corporation. Fredericksburg, 

Bettie Jo Hardin and Donald Carter 
Wilson were married Nov. 29. They live 
at 25-C Mountain Lodge on Bethania Rd. 
in Winston-Salem. She is employed in the 
Behavioral Science Center of Bowman 
Gray School of Medicine: he is employed 
by Universal Services, Inc. 

Mary Esther Hilty and David Allen 
Searls '69. were married Nov. 8. They are 
living at 1013 Spring Garden St.. Greens- 

James McCorkle and Cheryl Riley 
Lavton are both serving as Peace Corp 
volunteers overseas. James is a chemist 
in Malaysia, while Cheryl serves as an 
environmental health advisor in Niger. 

Airman First Class Phillip N. Dixon 
Jr. has graduated from a U. S. Air Force 
technical school at Keesler AFB. Miss. 
He was [rained as a radio repairman and 
has been assigned to a unit of the Military 
Airlift Command at Kadena AB. Okin- 


awa. He was married to the former Faith 
Elizabeth Webb '66. Jan. 11. She teaches 
the second grade at Stokesdale Elemen- 
tary School in Guilford County. Kusenberg Dyer was mar- 
ried to John Bennett Hatfield Nov. 16. 
They live at 915 N. Eugene St., Greens- 
boro. She has completed courses for a 
master's degree in accounting at the Uni- 
versity of North Carolina at Greensboro 
and is employed as an accountant by 
Peat. Warwick. Mitchell & Co. He is em- 
ployed by Carolina Financial Times in 

Chapel Hill. 

Hideo Mm. /Him has been working for 
Shriro Trading Co., Ltd. as an export- 
import clerk, translator, and interpreter 
since he returned to Japan last June. He 
plans to return to the States in the spring, 
but now resides at 446, 1-chome, Soshi- 
gaya. Setagaya-ku, Tokyo, Japan. 

Peace Corp volunteers Jane Benbow, 
Daniel Lenebam, and Richard Home 
are serving on projects in Africa. Jane is 
an elementary teacher in Liberia. Richard 
is in Malawi and Daniel is in Niger; both 

No one bothered to tell Robert H. 
Fowler '50, that the chances of start- 
ing a successful nationally circulated 
magazine are a hundred to one. It's 
too late now. You see, you couldn't 
convince him of it even if you tried. 

Back in 1962 Fowler launched a 
new magazine called Civil War Times 
Illustrated in Harrisburg. Pa. It suc- 
ceeded a tabloid newspaper he started 
three years earlier. Civil War Times. 
He recalls: "I first started Civil War 
Times as a moonlighting project while 
I was still working on the Harrisburg 

In just a year the little monthly tab- 
loid had become so popular that he 
organized Historical Times, Inc. of 
Gettysburg. After enlarging the pub- 
lication, adding impressive illustra- 
tions, and boosting the subscription 
price to $10 a year, the new Civil War 
Times Illustrated made its debut. To- 
day, with a circulation of over 20.000. 
it is considered the foremost and most 
authoritative publication in its field. 

As if starting one new national pub- 
lication were not hazardous enough. 
Fowler came out with a second histori- 
cal magazine in 1966 called Ameri- 
can History Illustrated. With a cir- 
culation now well over 23,000 History 
follows the same successful formula 
of Civil War: the bringing of Ameri- 
can history to life. 

Fowler, the descendent of Civil War 
veterans, describes his magazines as 
"non-partisan." "They feature." he 
says, "popular articles on concrete 
events" rather than the dreary writing 
of academic hacks. The one-time news- 
paper reporter apparently is convin- 
ced that the dramatic events of yes- 
terday are as readable, exciting, and 
compelling as those of today. 

Robert H. Fowler '50 

A native of Monroe. N. C. Fowler 
grew up in Charlotte. He entered Guil- 
ford in 1947 and met his wife-to-be. 
Beverly Utley '51. Both transferred to 
the University of North Carolina at 
Chapel Hill. Upon graduation Fow- 
ler began his newspaper career as a 
reporter with the Reidsville (N. C.) 
Review. Later he worked as an assis- 
tant city editor on the Greensboro 
Daily News and in the meantime earn- 
ed his master's from Columbia Uni- 
versity. He was city editor of the St. 
Petersburg (Fla. ) Times two years be- 
fore joining the Harrisburg paper as 
an editorial writer. 

Mrs. Fowler helped to establish 
both magazines and until last year was 
executive secretary of the firm. She 
still is a research writer for the pub- 
lications. The couple has three child- 

On top of his duties as editor and 
general manager for both magazines. 
Fowler has recentl> been elected presi- 
dent of Historical Times. Inc. 

work in community development. Robert 
Hollister is serving as an elementary 
teacher in the Philippines. 


John W. Pear man Jr. has accepted the 
position of Personnel Assistant with Pilot 
Freight Carriers. Inc., Winston-Salem. He 
and his wife Emogene reside at 926 
Circle Drive, Greensboro. 

Julie Kemper was married to Edward 
Holland Fellers Dec. 7. She is employed 
as a Head Start teacher by the Economic 
Opportunity Council in High Point. He 
is employed as a sales representative by 
Smith-Corona in Winston-Salem. They 
live at 404-A Lexington Ave. in High 

Melissa Kay Allen was married to 
Frederick Weden Judge '71. on Dec. 14 
The couple is living in Frazier Apart- 
ments while Fred continues his studies at 
Guilford. She teaches sixth grade in 
Forsyth county. 

Lyn Sheryl Nichols and James David 
Couey were married Nov. 30. They live 
in Charlotte, where Mr. Couey is assis- 
tant manager at K-Mart; she is employ- 
ed by First Union National Bank. 

Airman Jerry W. Mitchell of Winston- 
Salem, has completed medical services 
specialist training at Sheppard Air Force 
Base. Texas. He has been assigned to El- 
gin Air Force Base, Fla. 

Jack Perritt, former member of the 
Greensboro Police Department, has been 
named assistant manager of Southern 
Life Insurance Company's home office 
cashiers department. He joined Southern 
Life last June as a management trainee. 
He also was a physical education director 
in the Greensboro city school system. 

Ann Carter Hutchison and John Ivey 
White III were married Dec. 21. They live 
at 411 W. Raleigh St. in Siler City where 
he teaches biology at Jordan-Matthews 
High School; she teaches English at Chat- 
ham Central High School at Bear Creek. 

Thomas G. Jones of Greensboro has 
been commissioned a second lieutenant 
in the U. S. Air Force upon graduation 
from Officer Training School at Lack- 
land AFB in Texas. He is being assigned 
to Webb AFB, Texas, for pilot training. 

Linda Gail Benge was married to Rob- 
ert Olon Dockery Oct. 26. He teaches 
at Glenn Junior High School in Wins- 
ton-Salem. They live at 3969 Yarborough 
Ave., Winston-Salem. 


Fritz Darrell Carrier and Sandra Nell 


Lankford were married Nov. 24. They 
live at 2816 Shady Lawn Drive in Greens- 
boro. He is a teacher at Ragsdale High 

Rosarhea Karppinen was recently ap- 
pointed a counselor to the family counsel- 
ing program of the Greensboro domestic 
relations court. 

Robert Thomas Lunsford and Karen 
Elizabeth Gwaltney were married Nov. 

John Hasty Hill was commissioned 
Jan. 27 as an Ensign in the U.S. Navy. 
He and his wife, Gayle Burnette Hill, 
were married Nov. 27. Their address is 
4644 Revere Drive, Greensboro. 


Rachel Rees and Robert (Robin) Scott 
Thomas were married Dec. 26. He is a 
junior at Guilford, and she is studying 
at UNC-G. They live at 26 Frazier Apts. 

Carolyn Patricia Hartsfield and David 
Edgar Cooley '69, were married May 25. 
She is employed by Watson Engineers, 
Inc. He is a student at Guilford. 

Robert Francis Ruffner Jr. and Doris 
Lowe Humphrey were married Dec. 18. 
He is employed by Kirkpatrick & As- 
sociates in Greensboro. 

Airman Michael G. Phillips of Greens- 
boro graduated from a U. S. Air Force 
technical school at Sheppard AFB, Tex- 
as. He was trained as a medical services 
specialist and will remain at Sheppard 
for further training. 


Airman Mark G. Bell of Greensboro 
has completed basic training at Amarillo 
AFB, Texas. He has been assigned to the 
Air Force Technical Training Center at 
Lowry AFB, Colo., for specialized school- 
ing in the munitions and weapons main- 
tenance field. 


Charles Edward Lynch was married 
to Glorida Thornbro Oct. 4. They live at 
4006 Halifax St., Greensboro. He is a 
draftsman for J. C. Wilkins Co. 


Alumni day May 31, 1969 

Reunion for classes of 1919. 1929, 
1933. 1934, 1935, 1936, 1939. 1944, 
1953, 1954. 1955. 1959, 1964. 


June 1, 1969 


How does a fellow with sawdust in 
his veins get printer's ink on his fing- 
ers? Ask Robert D. Marsh '59. He'll 
tell you. 

"When I was at Guilford. Dr. Vic- 
torius used to call me 'the biggest 
clown in the economics department.' 
recalls Bob. Explaining his long-stand- 
ing interest in the entertainment field, 
the clown-turned-journalist rattles off 
his early performing experience in 
numerous minstrel shows, talent 
shows, and musicals. It was while Bob 
was still at Guilford that he first went 
"professional." joining what he des- 
cribes today as an out-of-town "two- 
bit burlesque show" as a gag man. 

"I always wanted to be a circus 
clown." says Bob. However, it was 
while he was negotiating with Ring- 
ling Brothers Circus for a slot in clown 
alley that military service intervened 
with his ambitions. 

After six months active duty with 
the Reserve. Bob held two different 
sales jobs before deciding he had to 
get this thing of bright lights and audi- 
ences out of his system. He got him- 
self an agent, bookings, and was up 
and off on the night club circuit as a 
comic, playing spots up and down the 
eastern seaboard for a year. 

"After living in motels and having 
to put up with hecklers and drunks. I 
decided that wasn't the life for me," 
states Bob. 

Returning to his native High Point, 
Bob was hired as a reporter, feature 
writer, and columnist for the Thom- 
asville Times. A short time later. Oc- 
tober of 1968 to be exact. Bob was ap- 
pointed chief of Fairchild Publications' 
High Point bureau. (Fairchild is the 
publisher of trade magazines and 

His new duties include supplying 
copy to seven trade newspapers and 
one trade magazine, covering mainly 
the textile and furniture industries. 
About 75 % of the copy turned out by 
Bob and his staff of three is for Home 
Furnishings Daily, "the undisputed 
bible of the furniture industry." as 
Bob calls it. He reports the complete 
furniture industry picture to retailers 
so they will know the latest in design 

trends, market conditions, and manu- 
facturers' supply. 

Covering furniture manufacturing in 
the two Carolinas, Virginia, and Ten- 
nessee comes second nature to Bob. 
As he says, "I've been exposed to the 
furniture business all my life." While 
in high school and college, he worked 
for Marsh Furniture, a family-owned 
enterprise. After his stint with the 
military, he worked as a sales repre- 
sentative for Globe Furniture Compa- 
ny and later as a salesman of uphol- 
stery fabrics for D. & E. Walter Com- 

Married to Judith Gwen Loflin '64, 
and with a daughter named Chaun. 
Bob Marsh states. "I have finally 
found my niche in life." 

However, the sawdust lingers in his 
veins. Bob still does free-lance clown- 
ing. Just recently he played five per- 
formances in Jacksonville, Fla., as a 
guest clown with Ringling Brothers' 
Greatest Show on Earth. 

Robert D. Marsh '59 



Mrs. Elvira Grace Lowe Smith '98, of 
Burlington die3 Feb. 14. 1969. She was 

Mrs. Smith was the wife of the late 
Marvin Boren Smith Sr., one of the 
founders and first president of Burling- 
ton Industries. She had been critically ill 
eight days. 

A native of Randolph County, Mrs. 
Smith attended Guilford College and the 
Georgia-Alabama Business College in 
Macon. Ga. Prior to her marriage, she 
taught school and was a secretary for a 
High Point furniture manufacturer. 

She and Mr. Smith moved to Burling- 
ton in 1909 when he bought a furni- 
ture store there. 

In her earlier years, Mrs. Smith was 
active in local PTA work, the Red Cross 
and other civic activities. A birth-right 
member of the Society of Friends, she 
was a benefactor of numerous Quaker 
meetings in Guilford, Randolph and Ala- 
mance counties and of Guilford College. 

Survivors include one daughter, one 
son, three grandsons and three great- 

Gladys Benbow Caviness '07, of Dal- 
las, Tex., died in December of 1967. 

Clifton H. Thompson '09, of Lexing- 
ton. N. C„ passed away on July 19, 1968. 

Miss Lucy O' Brien White 09. of Bel- 

videre, N. C, died Aug. 6, 1968. after 
several years' illness. She taught at the 
Belvidere Academy and at Cone Mills 
School in Greensboro. She later returned 
to Belvidere. where she was an active 
member of Piney Woods Friends Meet- 

Mrs. Callie Nance Smitberman '13. 
died of a heart attack Dec. 24, 1968. She 
was a native of Troy, N.C., and had 
lived in the Montgomery Nursing Home 
for over a year. 

Miss Sarah Olive Smith '14, of Wins- 
ton-Salem, died Feb. 16 at Manor Care. 
A native of York County, S.C.. she grad- 
uated from Guilford College and re- 
ceived a master -of education degree at 
Duke University. 

She taught in public schools in Clinton. 
S. C: Radford, Va.: and Raleigh before 
going to Winston-Salem in 1921 as a 
teacher at Winston-Salem High School. 

She taught mathematics at Reynolds 
High School from 1923 until 1958. In 
1933 she became head of the school's 
mathematics department. 

She was a former president of the 
Winston-Salem unit of the Classroom 
Teachers' Association and the Altrusa 
Club. Surviving her is one brother. 

Miss Annie Eunice Vuncannon '15. of 
Asheboro, N.C., died Dec. 15. 1968, fol- 
lowing an illness of several months. 
After attending the Preparatory Depart- 
ment of Guilford College, she taught 
school in Guilford County and Ashe- 
boro. She is survived by two sisters and 
two brothers. 

Ellen White Parker IS. of Charlotte. 
N.C.. died Jan. 6, 1969, after a long 
illness. She is survived by her husband. 
Herbert W. Parker: two daughters and 
two sisters, Elsie W. Mendenhall '08, and 
Marianna W. Johnson '22. 

Walter Addison Coble '20, died Feb. 
26. 1969. He was 74. He was a native of 
Randolph County and had lived in the 
Guilford College community since 1912. 
He was a dairy farmer most of his life, 
and in 1968. retired as superintendent of 
buildings and grounds at Guilford Col- 

Coble was a World War I veteran, a 
member of New Garden Friends Meeting. 
a trustee of the state Yearly Meeting, a 
former trustee of Guilford College, and 
a member of the Local Government 

Survivors are his widow, Mrs. Anna H. 
Coble '20: three daughters, Mrs. Doris 
Coble Kimmel '46. Mrs. Anne Coble 
'56 of Summit. N. J.: and a son, Walter 
of Summit. N. J.: and a son, Walter 
Howard Coble '49. 

J. Thompson Zachary '21. of Graham. 
N. C. died Jan. 24 of a stroke at Ala- 
mance County Hospital. Zachary. 72. had 
been ill since Jan. 8. 

An outstanding athlete at Guilford Col- 
lege (football tackle, basketball guard, 
baseball pitcher). Zachary went on from 
college sports to become a major league 
pitcher. A highlight of his career came 
in 1927 when he pitched Babe Ruth's 60th 
record-breaking home run ball. Zachary 
was a pitcher for the Washington Sena- 
tors that year. 

In addition to work with the Senators, 
whom he led to a World Series victory in 
1924. the Guilford graduate played with 
American league teams Philadelphia. St. 
Louis, and New York as well as Boston. 

Philadelphia, and Brooklyn in the Na- 
tional League. Zachary's twenty years 
in the major leagues marked the long- 
est career of a Guilford College alumnus 
in professional sports. He was a member 
of the North Carolina Sports Hall of 

Zachary had lived at his home near 
Graham since his retirement. Surviving 
are his widow, Mrs. Etta McBane Zach- 
ary. a son, a daughter, and three grand- 
children. Other survivors include a broth- 
er, Folger '12 and sisters, Martha Hazel 
Zachary Fuquay '30, Bertha Emma 
Zachary Lindley '25, and Miss Alta Zach- 
ary '22, all of Snow Camp. He was a 
friend and cousin of Dr. Algie I. Newlin 
'21, formerly of the Guilford College 

Mrs. Ada Lane Beal '43. of Charlotte, 
N. C. died Nov. 16, 1968. 

John Dewey Sims '68, of Norfolk, Va., 
died Jan. 4, 1969, in an automobile ac- 

Ellen Passmore '69, died Nov. 12, 

Alma Martin, assistant professor of 
Russian at Guilford College, died March 
14 at her residence in Frazier Apartments. 
A native of Estonia, she immigrated to 
the United States in 1949. Since that time 
she had lived and taught at Guilford. 

Mrs. Martin, prior to coming to Ameri- 
ca, was an instructor at several home 
economics and teachers' colleges in Es- 
tonia. Her last ten years in the coun- 
try, she served as supervisor for the Es- 
tonian Ministry of Education, organizing 
and overseeing the women's vocational 
education of the country. 


Washington. D. C: Annual Dinner, 
April II. 1969. Charter House, 6461 
Edsall Road, Alexandria, Va. Speaker: 
President Grimsley T. Hobbs '47. 

Murfrkksboro- Woodland, N. C. 
nual Dinner, April 12, 1969. 


Charlotte. N. C. 
April 18. 1969. 

Annual Dinner, 

Other alumni chapters scheduled to meet 
during the month of April include: Wil- 
mington; Burlington; High Point: Chapel 
Hill-Raleigh-Durham; Richmond. Va; and 
Virginia Beach. Va. The Asheville alum- 
ni chapter will meet in May. 



Alumni Journal 

Greensboro, N. C. 27410 

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Alumni Journal 

SUMMER 1969 





Published by Guilford College as a monthly bulletin in September, Decem- 
ber, March, and June. All inquiries should be addressed to Editor, Alumni 
Journal, Guilford College, Greensboro, North Carolina 27410. Second class 
postage paid at Greensboro, North Carolina 27410. 

Editor: George Roycroft 

Assistants to the Editor: Kaye Cross and Susan Benbow '69 

Class Notes: Mary Lollis '70 

COVER: Dr. Alex R. Stoesen, professor 
of history, reveals bright ideas on 
American history. 

1969-70 Alumni Association Board of Directors 

Robert A. Newton '58, president 

Herbert T. Ragan '37, president-elect 

Dr. Dudley D. Carroll '07, vice president 

Frank L. Crutchfield '25, vice president 

Henry A. Mitchell Jr. '57, vice president 

William E. Benbow '67, director of alumni affairs 

Abner Alexander '52 

Sam J. Lynch '52 

Howard H. Haworth '57 

Dr. James 0. Morphis Jr. '53 

Mrs. Sara Richardson Haworth '17 

Wendell Edgerton '49 

Mrs. Shirley Marshall Tate '44 

Tom O'Briant '60 

John Hugh Williams '34 

Tom J. Cheek '31 

Dr. A. Raymond Tannenbaum '44 

Dr. Frederick H. Taylor '42 


Charles Hendricks '40 

Miss Era Lasley '13 

Miss Katharine C. Ricks '04 

On Educational Reform 

College Beckons to 'New' Lawman 

Film Class is Living Art 

The New Curriculum: Views of an 
Innovator and a Traditionalist .. 

No More Monkey-See Monkey-Do 

On Campus 

Class Notes 

Designed by Stuart Studio, Inc. 


Nevitt Sanford 

Dr. Nevitt Sanford of Stanford University is 
a noted innovator in the field of educational 
psychology. This text has been adapted from 
an address given at the Guilford College Sym- 
posium on "Innovational Education in a Time 
of Social Change." 

I am particularly interested in the re- 
cent manifestations of "student activism," 
as it is often called. The reason is very 
simple: it is tied into the fact that when 
my colleagues and I were working on the 
book. The American College, we found 
it very difficult to end that book, or to 
take a stand with respect to the future of 
higher education. 

It was in the fifties when we were writ- 
ing that book, and at the time, students 
were taking almost no interest in matters 
of educational reform. It never occurred 
to us that students were going to become 
involved in improving education or try- 
ing to transform American society. 

,. , On . 


I will have to say, however, that to- 
day's students have not yet criticized 
our universities and colleges any more 
severely than we did in our critique of 
higher education. Nor have the students 
proposed changes more radical than those 
we suggested in 1962. But when it came 
to the question, "Who then is going to 
reform the colleges?", we could not think 
of the answer. It was pretty clear that 
the faculties were not thinking in such 

I made a sort of lame appeal to the 
parents. It occurred to me that they 
should have some interest in the matter, 
since they pay the fees and it is their kids 
who are involved. Actually I had quite a 
bit to say about informing the public as 
to what goes on in our universities in 
hopes they would take an interest in the 
matter and encourage educational reform. 

But, of course, nothing became of that. 

Parents in most places really have no 
way of finding out what goes on in the 
different colleges. Their young people 
try to tell them, but they usually refuse to 
listen. When a student comes home and 
complains about some of the teaching 
that has been going on, his mother will 
call up the dean who will explain to her- 
"you know, after all, these students. . . ." 

In quite recent years it has become per- 
fectly plain that the students are the 
ones who are going to supply the impe- 
tus that is needed for transforming these 
institutions. It seems that most of the 
change for the good that has occurred in 
recent years occurred because of the stu- 
dents. In places where students have not 
been active, very little in the way of 
progressive change has in fact occurred. 

If we consider first the problem of 
access to higher education, the plain fact 
is we now supply thousands and thou- 

sands of young people who never even 
used to apply to collegewith a chance to 
get a higher education. In other words, 
we are soon going to have mass educa- 
tion beyond the high schools in thi* 
country. However, our colleges and uni- 
versities are very ill-suited to this task. 
Most of them are still medieval in their 
fundamental structure. They are simply 
not designed with mass education in view 
and they are being very reluctant to 
adapt themselves to this role. About the 
only possibility of their doing so rests 
upon continued pressure from the stu- 

It is still true that only seven per cent 
of the college students come from the 
lower quarter of the socio-economic scale, 
so pressure from below is bound to con- 

The quality of undergraduate education 
particularly since World War II has been 
atrocious in most places. It was after 
World War II that we in the universities 
saw our chance to develop our depart- 
ments and to develop our faculties with- 
in the department with the use of govern- 
ment money. All the accent was put on 
training graduate students and on becom- 
ing great research centers. 

The question today is, "What can we 
do?" — that is, students, administrators, 
and faculty — to improve higher education 
and to overcome the terrible neglect that 
has been characteristic since the late for- 
ties? What direction should education 
take now? And how can we actually 
bring about the necessary changes? 

In my view, the general direction is set 
by saying that the student must be at the 
center of the university operation. His 
development should be the central pur- 
pose of the university, and everything 
done at the university that does not make 
some contribution to the development 
of students should be done elsewhere. 

As a matter of fact, many activities 
that go on at universities actually get in 
the way of this fundamental purpose. I 
grant that there are other legitimate in- 
terests; but I believe that it is almost 
always possible to arrange things so that 
research can be performed in such a way 
as to be educational from the point of 
view of the student. This is to say, the 
fundamental purpose of the college or 
university should be the development of 
the student as a person, as an individual 
.... his development toward full hu- 
manity .... and that the total educa- 
tional environment should be conceived 
with this purpose in view. 

I have the impression that the students 

demanding changes in the rules structure 
are going to get all the power they want 
or need. The problem, however, is going 
to be one of keeping them sufficiently in- 
terested so that they will attend the com- 
mittee meetings and take their part and 
their proper role on disciplinary commit- 
tees, and things of that kind. What is 
happening is that colleges are moving in 
the direction of greater liberalization of 
rules. It starts at the great metropolitan 
universities, and then it spreads epide- 
miologically around the country. 

I think that it is a fine thing to have 
students participating on faculty and trus- 
tee committees for several reasons. For 
one, I think the faculty and trustees be- 
have better if students are present. Every- 
thing is carried on in a much more digni- 
fied way if they are exhibiting to students 
how we adults do things. More than that, 
student participation will contribute to the 
educational process. 

I would assume of course that the 
whole rules structure of a college will 
above all be guided by a consideration 
of human rights — ordinary justice, de- 
cency, and freedom. It cannot really 
ever be written into a code, like a legal 
code. A college, in spite of what the stu- 
dents say, is still more like a family than 
it is like a state. So much of what goes 
on in these institutions depends upon 
trust; and it depends upon liking and re- 
specting one another as human beings, 
not because of various legal rights written 
into some constitution. If we lose faith in 
one another, then there are no rules 
and no constitution that will actually 
make us into a wholesome kind of com- 
munity. The basic idea behind all rules 
changes is desire to see that each student 
becomes increasingly his own authority. 
The student should become increasingly 
less dependent upon external controls 
and increasingly autonomous in his 
knowledge of what is right and wrong. 

As a general rule, increasing independence 
and autonomy in students with accor- 
dance to their stage of development 
should be applauded. 

Rules should not be made somehow 
across-the-board on some out-cast princi- 
ple. They should be made in accordance 
with the kind of culture of the particu- 
lar place, associated with the level of 
maturity of the students. 

Students, by and large, are pretty au- 
thoritarian as freshmen, and the great 
educational problem still is how to libe- 
rate them. However, the minority of stu- 
dents, so often referred to as the activist 
ones, are to be taken just as seriously as 
we do in fact take them. The significance 
of student activism has very little to do 
with how many students are involved; it 
has to do with the ideas that are being 
presented. This has been what is so up- 
setting to so many of the faculty-the sus- 
picion that the stud 

quite right - however few they might be 
in numbers. In short, the significance of 
any social movement in its beginning 
does not depend on how few or how 
many people believe in it or are" with it; 
it depends on the nature of the ideas them- 
selves. Student power is not so much a 
matter of numbers as it is a matter of 
power to prick the consciences of uni- 
versity and college faculty. 

The curriculum is really the critical 
problem on our campuses today. This is 
what the struggles at Berkeley and San 
Francisco State College are about, and 
here the students are confronting faculty 
power for the first time. Up until quite 
recently, most student activists thought 
the administration was the enemy. The 
president or the dean fit very well the 
image of the authoritarian parent. But 
now students are beginning to see that 
those who are holding back the kinds of 
reform in which they're interested are the 
faculty. They now see that the chancellor 
really means it when he says, "Okay, let's 
have these educational changes that you're 
interested in; I'm for it." 

The problem is how can we actively im- 
plement these changes. This is what the 
struggle is about at Berkeley right now, 
and the issue is still in doubt. The stu- 
dents who have been on strike, those who 
are striking in the interest of a Third 
World College are quiet for the moment, 
partly because they are exhausted and 
partly because the chancellor has said 
publicly that he is for this college, and 
that they are going to have it as soon as 
it can be arranged. However, nobody is 
optimistic about whether it can be ar- 
ranged soon enough to keep the students 
from hitting the roof again, because it 
has to be approved by the faculty curri- 
culum committee, the chancellor, the 
president, and then the regents, and so 
on. The chancellor says plaintively, 
"These things take time," or "We must 
do these things according to our tradi- 
tional way of doing things; we must do 
them according to those ways we have 
used to make the university great." And 
the Third World student shrugs and says, 
"Well. I hope you can do it fast en- 

The present curriculum struggles exist 
because what the students are asking for 
is an educational program which, if it is 
put through, will actually be a successful 
challenge of some basic faculty values. 
For example, there cannot be such a col- 
lege unless many of the teachers are with- 
out the usual academic credentials. Noth- 
ing is more shocking to an academic man 
than the idea that anybody except anoth- 
er academic man can teach. The idea 
is that getting a Ph. D. qualifies one as 
a teacher, and nothing else does. This 
would really shake the structure of the 
university — the very idea that somebody 
could teach who has not had the usual 

The students, you see, are talking 
about a college in which what is taught 
is immediately related to life as they 
know it — life in the ghetto. They want 
people from the ghetto to teach at the 
university and the people in the univer- 
sity to work in the ghetto. In other words 
they want the community and the univer- 
sity to come together in this fashion, and 
it is inconceivable unless some of the 
teachers are people who have lived in the 
ghetto. And if they have, the chances of 
their having a high degree are very, very 
remote indeed. Negro Ph.D.'s in this 

country can be counted in about five 
minutes. Last year, of all the Ph.D.'s 
granted. 0.78 of one per cent were grant- 
ed to Black men. How in the world are 
they going to fulfill their promises to stu- 
dent to staff the Black studies program 
in Third World colleges when the Black 
men are still trying to meet the standards 
of accreditation? They cannot do it, and 
whether or not the faculty can accept 
this is going to be touch and go. They 
will, eventually, because these anachro- 
nistic institutions simply cannot go on 
forever sitting on this enormous demand 
for relevant education. 

Some of the irony of this is that the 
faculties are not really in any sense a- 
gainst Black people or against Indians, 
or Mexican Americans. What they are 
against is progressive education. Progres- 
sive education actually challenges some of 
their basic beliefs and they fear that it 
will cost them something. So far, none of 
the struggles have cost faculty anything. 

The student as the curriculum maker 
is one of the most difficult questions to 
resolve in the current list of student de- 
mands. I have found some students whom 
I thought were excellent at suggesting 
what they and others should study; I 
have also encountered some that struck 
me as not so good. In the old days, the 
typical student curriculum maker would 
say, "What good is it going to do me to 
study this?" In the day when students 
were vocationally oriented, they thought 
with their parents that college was to 
prepare them for a job. When they came 
on to something that was difficult or 
awkward to understand, they would say, 
"Well, what has this got to do with what 
I'm going to be doing after I graduate?" 
Or taking it the other way around, lots of 
graduates used to complain that college 
never prepared them for what they were 
in fact doing - namely mothering two 
children in the suburbs, keeping house, 
and being 100 per cent homemaker. 

So in one sense, the student suggestions 
have not always been very constructive. 
This may be one of the reasons why a 
typical faculty response to students' rath- 
er impassioned suggestions about chan- 
ges is to say, "Why don't the students then 
come up with programs? Why must they 
be so destructive all the time? They seem 
to be eager just to tear everything down; 
they don't seem to come up with any pos- 
itive ideas of what they would like to 
have." Or people will say when students 
appear at meetings to talk about educa- 
tion, "What really is it that you students 

Continued Page 21 

Joe Knox 

Ed Note: Joe Knox is a staff writer for the 
Greensboro Daily News. This text was pub- 
lished in the Daily News March 2, 1969. 




The patrolman on the beat, stereo-typed for genera- 
tions as big, tough, a little dumb, but warmhearted when 
you got to know him, may still persist in pulp-paper 
fiction and on late-night TV shows, but in real life he's 
been on the way out for years. 

The world has become too much for him. His beat 
is seething with complex social problems simply beyond 
his knowledge and ability to deal with. 

These days it just isn't enough for him to know only 
the mechanical chores of police work. There is an ever- 
increasing demand that he become a mobile sociologist, 
and manager of people, with understanding in depth of 
problems arising from ghetto living, unemployment, the 
breakdown of families, the drive for equality from mi- 
nority races, the inability of institutions to cope with soc- 
ial turmoil. 

In essence, the traditional cop on the beat, at least 
in larger metropolitan areas, has outlived his usefulness. 

In these parts, his exit from the police scene is go- 
ing to be considerably hastened through a cooperative 
effort of the Greensboro Police Department and the 
Downtown Division of Guilford College. 

The college will offer courses leading to associate 
and full bachelor of science degrees especially tailored 
for law enforcement officers. (An associate degree can 
be earned within two school-years, and does not require 
many of the general background courses normally tak- 
en in freshman and sophomore years. Also, fewer 
courses in areas of specialization are demanded than 
for a bachelor degree.) 

Projected to begin next fall, the new programs will 
provide major studies in the behavioral sciences of psy- 
chology, sociology and management with an emphasis 
on law enforcement. The programs will be academic in 
their entirety. That is, there will be no courses offered in 
police skills, such as fingerprinting, weapons use and 
routine law enforcement procedures. 

Training in these skills has been carried on for years 

by the Greensboro Police Department in its Police A - 
cademy, and through in-service education and special- 
ty programs. Substantially the same kind of training 
is being offered at Central Piedmont Community Col- 
lege in Charlotte, and at Davidson Community College 
in Lexington. These are the only schools in the state 
open to the public which do make available training in 
police work. 

While such training is absolutely essential, of itself it 
obviously does not produce well-rounded officers with 
an educational background of enough substance in the 
humanities and social sciences to make for understand- 
ing of what is happening in our changing society. This is 
precisely the need Guilford College expects to fulfill. 

With the exception of Florida State University, there 
are no schools in the Southeast ( and very few else- 
where) with academic programs to educate career of- 
ficers on the scope contemplated by Guilford. 

Police Chief Paul B. Calhoun and his staff began 
work on the idea about three years ago and first ap- 
proached the University of North Carolina at Greens- 
boro with a proposal to develop degree courses oriented 

around law enforcement. 

"The need was obvious" he said, "but we are the 

first to acknowledge we are not educators. The only 

way we could achieve our goal was through academic 

training. We needed help." 

The UNC-G administration thought the idea was not 
feasible at that time, but Guilford College officials did 
express an interest, and this led to extended discussions 
over the type of program to be developed. 

Notable among police officers actively engaged in 
helping Guilford's faculty firm up the curriculum were 
Capt. J. W. Hilliard and Capt. W. E. Swing. 

Chief Calhoun commented, "The college officials are 
certainly to be commended for their response. I think 
this is one of the finest degree programs in law enforce- 
ment you'll find anywhere in the country. They did an 
outstanding job, and it's really a dream come true for 

There was another step to go. How receptive would 
officers of the Police Department be to the idea of going 
back to school? Would they really do it? 

Capt. Hilliard conducted a survey and the responses 
were positive up and down the line. Eighty per cent said 
they would like to attend college - period. 

Seventy-seven per cent said they would attend on 
their own time if the opportunity was at hand. 

(The police departments of High Point and Winston- 
Salem are to be surveyed to determine the degree of 
interest in those cities, since Guilford is within easy 
commuting distance. The program will be open to any 
qualified applicant wherever he lives, though as a practi- 
cal matter most applicants are likely to reside in the 
Triad area.) 

Capt. Hilliard reported that his survey revealed 1 3 
officers, or 3 per cent of the total authorized strength of 
the Greensboro department, are now attending insti- 
tutions of higher learning. One is going full time (on 
leave of absence ) to Chapel Hill, and the others are 
part-time in local colleges. 

He noted further that about 5 per cent of the police- 
officers hold either associate or bachelor degrees from 
colleges, and 15 per cent have earned some college 
credits without graduating. 

In sum, about 23 per cent (56 officers) have had col- 
lege experience, ranging from a few credits to full bach- 
elor degrees. 

"There has been so much interest expressed in what 
Guilford will offer, we are very optimistic about it all," 
said Chief Calhoun. 

"We've had many of the younger officers express 
special interest in the associate degree. By going part- 
time they can finish the course in about four years. And 
many of these will probably want to go on and earn the 
bachelor degree." 

Calhoun foresaw the Guilford College program as an 
ideal recruiting base for the entire Piedmont Traid me- 
tropolitan area. 

"It's a positive approach," he said, "and will alleviate 
some of the problems we've had in recruiting. Even- 
tually, it will result in higher caliber personnel for our 

Money was still another question mark. According to 
Capt. Hilliard's survey, 58 per cent of those who said 
they would go back to school also said they would need 
financial assistance to do it. At this point, Uncle Sam 
enters the picture with the Omnibus Crime Control and 
Safe Street Act of 1968. The act provides loans and 
grants to qualified law enforcement officers who attend 
college to upgrade their professional abilities. 

After the Winston-Salem and High Point police de- 
partments are polled for interest and a firm estimate can 
be made of anticipated enrollment next September, Guil- 
ford College will apply to the Office of Academic As- 
sistance of the Law Enforcement Assistance Administra- 
tion for a grant to cover financial needs of students. With 
funds in hand, the college administrators will deal di- 
rectly with applicants. 

David Morrah, director of community services for 
Guilford's Downtown Division, noted that outright 
grants would be determined by need. A grant can 
amount to as much as $300 a semester, covering tuition 
and fees. 

A successful applicant must be a full-time employee 
of a public law enforcement agency and must agree to 
remain with the agency for two years following gradu- 
ation. He can attend classes full time or part time. 

Loans will be made only to students who attend full 
time, Morrah continued. Amounts can range up to $1,800 

Continued Page 25 

Film Class 


I J v i 111; Art 

"Lights . . . camera . . . action! O.K. gang, the camera's 
panning left - Lucie, don't move. Watch those profiles!" 

The sounds of a Hollywood production company on the job? 
Hardly. Instead, they are likely the bellowed instructions of mem- 
bers of Dr. James Gutsell's cinematography course, offered this semes- 
ter as English 446. 

Instigated by Gutsell, head of Guilford's English Department, the 
three credit hour course was opened in January for upperclassmen 
primarily, and by permission of the instructor only. Twenty-seven 
students — far more than Gutsell had anticipated — registered for 
the class, joining the thousands of college students all over the 
country who have discovered this relatively new academic discipline. 

As this was the first such course of its kind at Guilford, Gutsell 
and the class first had to find its direction and define its goals. "As 
I see it," said Gutsell early in the semester, "films are the vital drama- 
tic medium of today, more so even than the legitimate theatre. I think 
that within a hundred years historians will look at our films, more so 
than our plays, as the significant drama of our times." 

Lest the course become simply an entertainment session, Gutsell 
— one of 541 instructors teaching 1,233 film courses throughout the 
United States during the 1968-69 academic year — set up requirements 
for the students, still allowing them leeway for "doing their own thing." 
The class saw a movie a week, those on the regularly scheduled Guil- 
ford College Art Series. Then, in addition to in-class discussions of 
various aspects of the film, members were asked to write papers about 
what they had seen. The critiques could cover any aspect of the film 
in which the students was interested, be it critical, dramatic, or 

The biggest project of the semester was to be the organizing, 
writing, directing, filming, and editing of a short film by each of 
the six subgroups of the class, which was divided for the pur- 
pose of production. The actual making of a film, Gutsell 
reasoned, would be the most effective way for the class to 
confront the aesthetic and technical problems of cinemato- 
graphy firsthand. 

Students also had readings from the limited amount of liter- 
ature on the subject of movies and movie-making in order 
to get a feeling for the history and technological progress 
of the industry, as well as motion picture criticism. 

Just where the class went with these guidelines is a 
diverse story. "1 look at movies so differently now," said 
one junior. "I had never realized how complex everything was, 


Emily Hedrick '70 

ED. NOTE: Miss Emily Hedrick '70, of 
Lexington, N. C, has worked as a sum- 
mer intern with both the Lexington 
Dispatch and the Greensboro Daily 
News and Record. 

and how many visual techniques are so effective. It's dif- 
ferent when you look through the viewfinder." 

From the beginning of the course, participants had 
been confronted with the problems of "What is art? 
What is motion picture art? What makes good art?" 
Many of the students delved into these problems ex- 
tensively, while others stressed the actual technique 
involved. The course was designed to allow this diver- 
sity; "For the first time it has been offered, Gutsell did 
a good job," commented Jerry Forsyth. 

Films shot by class members themselves, none of 
whom had ever made a movie before, were as varied as 
the commercial films seen throughout the semester. One 
group, for example, shot a travelogue to Hanging Rock 
State Park using a red scooter for their "star." Another 
group examined people's reactions to their clown antics 
in downtown Greensboro on a busy Saturday afternoon. 
A third group followed the adventures of a soccer ball 
and its owners. 

None of the finished products, of course, were polish- 
ed works of art. But, without exception, the class mem- 
bers found the chance to make a movie "an exciting 

"The ways we failed were as much a learning ex- 
perience as anything else," reflected Luci Stafford. "Go- 
ing out and shooting a film was very exciting to me. I 
probably never would've had the nerve or taken the ini- 
tiative had I not been in this course." 

On the other hand, the course exposed the stu- 
dents "to some terrific movies we wouldn't have gotten 
to see otherwise," as freshman Betty Dixon said. The 
series was arranged chronologically so the improvement 
in technique and development could be observed. Start- 
ing with older film classics such as "The Great Train 
Robbery" and "The Battleship Potemkin," the series 
included Ingmar Bergman's "Smiles of a Summer's 
Night," the French films "A Nous La Liberie" and 
"Children of Paradise," the German movie "Blue An- 
gel," the Italian "La Strada" and "Bicycle Thief," the 
Japanese "Ikuru," and the contemporary film "Blow- 

Short film classics by Laurel and Hardy, Abbott and 

Costello, Charlie Chaplin, and Will Rogers were also 
interspersed with the longer features, along with "home 
movies" made by Gutsell himself. In addition, the man- 
ager of Greensboro's new Janus Twin Theatre, showed 
a variety of experimental and foreign films throughout 
the semester to which the class was invited. 

Mary Winslow, a senior, hopes to experiment with 
films herself in teaching students how to write. "Seeing 
ideas organized could really help in organizing one's 
own thought processes.... I can't wait to try it out as a 
teaching technique." 

(The discovery of the art of cinematography is a 
relatively recent occurrence in the scholastic world. Ed- 
ucators snickered at the early beginnings forty years 
ago at the University of Southern California's pioneer 
Cinema School. What started out as a department for 
movie study housed in barracks-like buildings after 
World War II, however, has turned into a full-scale 
academic program, having produced 5,000 graduates. 
Recently, as a matter of fact, plans for a $4.4 million 
Center for the Performing Arts have been made at USC. 

(The attitude toward the study of the motion picture 
art has, in fact, undergone quite a change. Following 
USC's lead, 219 institutions of higher learning including 
Guilford now have courses in the film, an 84% growth 
rate in the last five years, according to a recent survey 
by the American Film Institute. Morever, 5 1 univer- 
sities now offer degrees in film.) 

"Even though I think we tried to be too comprehens- 
ive, this course is a definite step in the right direction. 
I don't know of any other small college, around here 
anyway, that offers a cinema course like it," said Betty 
Dixon. The course, incidentally, will be offered again 
second semester 1969-70. 

The semester did not turn out any seasoned cinema 
technicians or critics. But it did, by concensus of the 
class, turn out students more aware of the "most valid, 
contemporary art and entertainment medium today — 
its history, its problems, its potentials." The screen is 
more than a two-dimensional focus point now; at 
Guilford, it has become, for 27 students, a dynamic 
theatre for living art. 

Dr. Edward F. Burrows, professor of history, and John C. 
Grice, assistant professor of political science, presented their 
views of the recent developments at Guilford College to the 
Winston-Salem Alumni Chapter meeting. The edited text of 
their comments represents the thinking of a veteran faculty 
member and a young newcomer to the campus. 

John Grice 

The liberal arts college of today has changed. The 
old days when one studied the trivium and quadrivium, 
or the remnants thereof, are pretty well gone. Today's 
generation of college students is much better informed 
and is much better educated when they enter as fresh- 
men than I was when I began college in the mid- 

Though they are better educated and better informed 
they are not significantly different as people from what 
you and I were when we started college. Human nature 
has not changed as much as has human society. Many 
of the traditional approaches to education still hold true 
and are in many ways more important today than ever 
before. In this complex society, the student must still 
find time to sit back and say, "Who am 1? What am 
I doing? Where am I going?" 

Where does Guilford fit into this complex develop- 
ing society? First of all, Guilford is no longer a small 
regional college. Granted, a majority of the student 
body still comes from North Carolina and Virginia, but 
the admissions staff is out scouring the country for stu- 
dents from metropolitan centers, the mid-west, and 
the far-west. Thus, the geographical constituency of 
the college has broadened. 

The number of the different types of backgrounds 
on the Guilford College campus today is much greater 
than it was even ten years ago. This is good in a way 
because certainly a part of education is finding out what 
people are like, what people do 'as a result of their 
backgrounds, and what their ideas are. Students learn 
probably as much from being around fellow students 
as they do sitting in the classroom. 

Secondly, there is an acceleration in the very field 
of education itself. In the good old days if you read two 
major newspapers and three major journals of opinion, 
you were up on politics. These days no individual poli- 
tical scientist could read all the material that is pub- 
lished on politics. We are all caught up in this informa- 
tion explosion. Teachers must pick and choose from 
the information available that which is most relevant 
and useful to the students. This means that today's col- 
lege courses arc different. 

In many ways courses given at the undergraduate 
level in contemporary society are much more general 
than they were ten or fifteen years ago. This I think 
is understandable because the range of problems is 




The Xew 

much broader, the range of student interest is much 
broader, and this process of exposing students to the 
problems with which they have to deal becomes more 

It used to be that a student could go to college, 
spend all his time on the campus reading great books, 
and discussing with professors and other students this 
thing called education, and then could go out into the 
world again at the "end" of his education. This ap- 
proach, this situation, is over and done with. The stu- 
dents not only look outside the college campus to see 
what is going on, they reach out and drag the problems 
into the classroom and say, "All right, tell me about 
this. What must 1 know about urban problems? What 
must I know about nuclear deterrence? What must I 
know about man's politics if I'm to survive in this com- 
plicated society?" It then becomes the faculty's respons- 
ibility to tell them, or to try to. Students arc interested 

Continued Page 10 

^^1 Bit * j 

Views of 
an Innovator 
and a 


Ed Burrows 

"Is Guilford College the same institution it was some 
years ago?" The answer, I would have to say candidly, 
is "No, it is not." For one thing, many of the rules and 
regulations have changed. As an example, attendance 
at convocations is no longer required. Another is that 
girls are now permitted to wear slacks and bermuda 
shorts to class. 

I have one girl in my class that I have not seen in a 
dress all year. Actually, it is not anything to be parti- 
cularly regretted. She wears attractive slacks, and I have 
gotten used to them. In fact, I would say the slacks and 
bermuda shorts are much to be preferred to the mini- 
skirts in the classroom. They cause fewer casualties. 

The make-up of the faculty has changed considerably. 
There are now about 75 full-time faculty, many of 
whom have come within just the last few years. Faculty 
now have new offices, better equipment to work with, 
and are paid higher salaries. 

The students also have changed. Today they come 
from all parts of the country. Some of the boys even 
have long hair. There are, however, fewer foreign stu- 
dents than there once were. 

In these ways then, I would say that this is not the 
Guilford College alumni of even just a few years ago 
would remember. But, if asked, "Is Guilford the same 
liberal arts institution?", I would have to say, "Yes". 

What is it that traditionally has made Guilford 
through the years? First, I would suggest that it has been 
the Quaker concern for the individual. In spite of all 
our efforts to formulate what we consider the desirable 
characteristics for an entering student, we still go over 
individual applications very carefully. We still wrestle 
very deeply with the problem of whether this or that 
individual can really benefit from the kind of education 
we give at Guilford. We still are very much concerned 
about giving students the attention that will enable them 
to do their best work. We do not always succeed, but 
the concern is still there. 

Secondly, the college is still dedicated to the ideal 
of intellectual attainment and stimulation. Most of all, 
we are dedicated to the idea that a liberal arts educa- 
tion is the type of training every individual should have 
to grow into the kind of human being he ought to be. 

The idea of the liberal arts was first advanced by 
those magnificent organizers, the Romans, who in their 
admiration for the Greeks, tried to put into a formula 
what it is that a man ought to have to be educated. 
The Romans in their typical fashion said there should 
be seven things. They divided these into the trivium, 
the hard working part of their education, which was 
grammar, rhetoric, and dialectics; and the quadrivium, 
the sciences, made up of arithemtic, geometry, astron- 
omy, and music. 

What the Romans were trying to do was to create a 
formula that would enable them to put a man through 
a process and bring him out in such a way that he 
would be able to live in the world of their day. 

As education in the United States became more and 
more specialized in the early 1900's, there was the 
tendency to get away from the Greek, Latin, and tradi- 
tional patterns of thought. Under the leadership of Presi- 
dent Raymond Binford, Guilford College did some pio- 
neering in trying once more to design a curriculum that 
would give the student the experience that would en- 
able him to emerge as an educated person. Dr. Binford 
and his faculty came up with what was called the "core 
curriculum" in the 1 920's. This was similar to what the 
Romans had attempted. 

Today we no longer have what we call a core cur- 
riculum at Guilford. "Is the college, therefore, ban- 
ning the liberal arts?", you ask. I would have to say, 
"No," because behind the idea of the liberal arts there 

Continued Page 11 

John Grice 

in contemporary problems, and our approaches to edu- 
cation in this contemporary period must deal with these 
problems. They are aware of them and are going to have 
to deal with them. Like all young people they feel that 
they can solve problems that we old fools have not been 
able to deal with. Whether they can or not, 1 do not 
know, but they feel they can, and we must assist them in 
learning to ask the proper questions, arrive at the best 
answers, and involve themselves in what we call "living 
in the modern world." 

How do we go about this? No longer is there time for 
an undergraduate student to sit down and read all of 
Scott's Waverly novels, for example, or those Dickens 
tomes that used to come out in three great volumes for 
reading by the fireside in the evening. This does not 
mean that we refer them to Classic Comics for their 
education in literature. We must make them aware of 
the best works in a given field. We must indicate to them 
the range of a given area of study, and tell them where 
to go for further information that will be of particular 
interest to them. The courses then become more general, 
at least on the introductory level. 

Well then, how should a liberal arts college approach 
undergraduate education? 

The idea under the new curriculum, which goes into 
effect this coming fall semester, is that students enter 
college with an awareness of the major questions; it is 
thus up to the teachers to make use of this interest and 
awareness in the freshman year in order to give them 
some idea of what they will be exposed to for the rest 
of their undergraduate education. In short, rather than 
coming into the freshman year and starting into a west- 
ern civilization course reading about the Greeks, the Ro- 
mans, the Dark Ages, the Middle Ages, the Early Mod- 
ern Period, the Modern Period, and then the Contem- 
porary Period — rather than starting at the beginning and 
running up to contemporary affairs — we are going to 
wind up doing it the other way around. 

Since the students are aware of contemporary issues, 
we will expose them to contemporary problems in a 12- 
hour credit freshman course led by various faculty mem- 
bers who will approach the problems from different ac- 
ademic perspectives. If the problem is, say, urban af- 
fairs, there will be a lecture by a political scientist on 
the political problems of the cities, a lecture by an econ- 
omist on the economics of the cities, a lecture by a 
sociologist on the social problems in the cities, and a 
lecture by a philosopher on the problem of human iden- 
tity in these masses of people that we call modern cit- 
ies. The same problem will be approached from several 
different perspectives by individuals ia various depart- 
ments of the college in order to give the student an idea 
as to the range of techniques available to him in try- 

ing to make some sense of the problem. This is where 
we intend to fill them up with as much of the basic 
information as they currently get over a broader range 
of courses and over a longer period of time. 

Where then do they get the specific information? 
They get it through a series of required courses in 
their majors, and through an expanded option for study 
in related fields and electives. Rather than spending 
fully half their graduation requirements on core curricu- 
lum requirements and an additional fourth on major 
requirements, leaving a student with only a fourth of all 
his courses for him to pick and choose, we are trying 
to broaden the option for these upper division courses. 
We hope that in small classes more interested students 
and faculty can go deeper into these problems than 
they could were we still operating on the basis of a 
standard curricular approach. 

There are, of course, problems in this kind of ap- 
proach. How does a teacher know if he can give a lec- 
ture to the whole freshman class? How does he know he 
can say anything to them that is going to be worth 
listening to? We hope to balance out the lecture with 
discussion sessions with the freshman enrolled in this 
mass course. They will spend two hours a week in lec- 
ture, and two hours a week in discussion groups. We 
hope thus to balance the mass approach with the kind 
of individual instruction that a small liberal arts college 
ought to provide. 

For those students who are of exceptional ability, for 
those students who indicate that they are prepared to 
operate on a much more intensive level of education 
than is the case with the normal student, there is an al- 
ternative curriculum which provides for independent 
study beginning in the sophomore year. With the ap- 
proval of their major field departments, selected students 
will be turned loose. They will write papers; they will 
read; they will discuss what they learn with their super- 
visor. The independent study approach will free the stu- 
dent to pursue his own educational interest and his 
own educational end with guidance from interested fa- 
culty members. Now this is considerably different from 
the standard curriculum approach. Frankly, I do not 
know how it is going to work. However, if the faculty 
is interested and the students are interested, it can work. 
This new curriculum is not an attempt to change lib- 
eral arts education but is an attempt to retain all the 
traditional values and all the traditional approaches that 
can be used in contemporary society. For those students 
who still want to go into a detailed examination of the 
American constitutional history, those courses will 
still be available. For those students who find they must 
master modern techniques with names like systems 
analysis, cybernetics, and set theory, and the like, those 
courses will be available. 


We hope, in short, to be able to maintain the person- 
al, individual approach while broadening the range of 
materials we can offer our students, in the hope that the 
college will still be a worthwhile place to go — a worth- 
while place to spend four years. 

Dr. Burrows 

are some very basic premises, and to these we still 


The idea at Guilford still is that the individual should 
acquire the information and experience which will 
bring him to the state of being a true human being. This 
is based on premise one: man is not automatically a 
human being. Man is partially an animal. He has, how- 
ever, the potential to rise above the animal and live 
on a level that enables him to associate with other 
human beings and to enjoy a wide spectrum of plea- 
sures far exceeding those given to the ordinary animal. 
Therefore, the object of education is still to enable the 
individual to discover some of the things about himself, 
thus enabling him to get a greater degree of pleasure 
from life and out of his association with fellow human 

A second premise is that the individual must share 
in the responsibility of becoming more than a mere hu- 
man being. Therefore, Guilford College accepts the 
challenge to encourage, to stimulate the individual to 
participate in his own creation, as it were. 

The final premise is that education must be worth 
all the work that it takes to acquire it. Education is not 
something that can be easily or quickly acquired. It 
necessitates concentration, sacrifice, and discipline. 
Therefore, education should enable the individual to 
find real pleasure in what is going on. It should not 
be something entirely dull. The student should be able 
to enjoy the fruitful give and take of ideas ... to enjoy 
exploring, creating, and discovering. Now, you ask, "Is 
Guilford succeeding with its new approach?" But I ask, 
"Did we succeed in the days of the core curriculum?" 
Many students under the core curriculum at the time 
would have said "No," and yet in later years they have 
returned and said, "I finally am beginning to under- 
stand something of what you were talking about." 

In the same way, I believe our degree of success with 

the new curriculum will have to be measured in terms 
of what happens in the lives of the young people, not 
necessarily now, but in the years to come. 

I will have to admit that it is not easy for one of my 
age having been at Guilford some twenty-one years to 
go through some of the transition. As I have already 
suggested, many things are quite different. The nation- 
al climate for colleges and universities is not exactly 
halcyon these days. There are so many problems that 
young people are exposed to that there naturally is a 
great deal of ferment spreading from one place to an- 
other. Young people, as always, are inclined to catch 
this ferment. We see it in such things as their response 
to music and in the restlessness on our campuses. 

Guilford itself has some very real, immediate prob- 
lems. I do not mean to put it in the negative, but we 
have a new administration. We have many new faculty 
members, some of them fresh out of graduate school, 
and with all due apologies, they sometimes still have 
a little to learn. We have an influx of students, many of 
whom come from backgrounds that have not anticipated 
participation in college. These situations do bring prob- 

Today, despite temporary discouragement, I still feel 
Guilford is manifesting its high purpose toward the lib- 
eral arts. It has a very capable, dedicated faculty. Many 
of the young faculty are attractive, bright, and innova- 
tive. They even challenge those of us who have been 
around a while. They also make those of us in the "old 
guard" feel good, due to their continuance of the same 
pursuit for excellence the rest of us have long sought. 

I feel we have a tremendous opportunity in the young 
people of today. Sure, they are restless; they are con- 
fused; they often behave in ways we wish they did not. 
Yet without question, they are the young America. They 
are the product that we have made. They are your 
sons and daughters. They are really very capable of 
growth. They are susceptible to vision, and most of all 
I think that they are potential human beings. Guilford 
College is trying to and does provide them with the in- 
spiration and experience that will enable them to live in 
these difficult times. 


No More 

\ Ion key Do 

J. R. Boyd, chairman of Guilford's Mathematics De- 
partment, got fed up with the "monkey-see, monkey-do" 
method of teaching about eight years ago. To replace it 
he instigated what he describes as the "Texas" method 
because he was first exposed to it at the University of 

Actually, the "Texas" method is a version of Socratic 
reasoning which demands the student deny himself of 
any resources beyond his own ability to reason. Boyd, 
however, discovered that it just does not work with the 
average student but requires a high level of intelligence 
as well as drive, determination, and near-infinite pati- 

"This is not an easy way to learn," said Boyd. "It 
is much easier to stuff their ears and be done with it." 

"You can approach mathematics in two different 
ways," he continued. "Once a question has been asked 
or a problem posed, you can research it and come up 
with the answer. It's a monkey-see, monkey-do sort of 

"But on the other hand, the student, without using 
source books, can recreate what he would learn from 
the books. He does the developing himself. He is invol- 
ved. He's not a passive listener but an active parti- 

The student essentially finds himself thinking through 
the same steps the original mathematician followed in 
developing an equation, theorem, or whatever. It is 
not original research in the sense of contributing to 
mathematical literature, but it is original as far as the 
student is concerned. Boyd calls it "undergraduate re- 

To give these talented students - now numbering six- 
some recognition for such outstanding work, Guilford's 
Math Department published "The Journal of Under- 
graduate Mathematics" in March. 

The first issue contains six "original" papers written 
by seniors Jean Ellen Kelso, George Rudolph Gordh 

Jr., Hal Brown Phillips, G. Edgar Parker, David L. Coz- 
art, and sophomore David F. Spillman. 

Four of the papers were presented at the annual 
meeting of the Mathematical Association of America, 
Southeastern section, held in late March at Winthrop 
College in Rock Hill, S. C. 

About 1 ,000 copies of the 52-page journal have been 
distributed to university and college math departments 
all over the country, and contributions from under- 
graduate mathematicians in other schools are being 

The Journal is unique because few others of its 
kind usually amount to more than mimeographed sheets 
stapled together and distributed on local campuses. 

Publication of the Guilford Math Journal was made 
possible by a gift from an anonymous donor. Boyd 
says his department plans to publish the Journal two or 
possibly three times a year if worthy contributions from 
other schools become available. 

"We think it would have limited appeal if only Guil- 
ford students prepare the papers," he said. "There is 
undergraduate research going on in other parts of the 
country and we want to get those students involved." 

In a statement of intent about the Journal, Guilford's 
math department cited the paper of David Spillman, 
"The Long Line," as an example of "relatively original" 
research of a type sought for publication. 

The statement read: "The existence of the 'long line' 
is well known and is easily obtainable by an upper level 
student. The author was not informed of its existence 
in the literature until after he finished his paper. Since 
the results were obtained at the end of the freshman 
year and beginning of the sophomore year, it is in- 
cluded in the Journal." 

Spillman's paper was held in such high regard that it 
was among those read to the student section of the 
Mathematical Association meeting. 


iq6q Commencement 




• * 





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263 degrees awarded in graduation exercise June 1 







If** ' 











_ • 

Commencerpent speaker Elton Trueblood (L), Quaker leader, 
and President Grimsley T. Hobbs (R) 

Graduates (R-L) Danny Allen, Dick Arculin, Pam Atkins, Wayne 



Thurmond Predicts Conservative Court 

Strom Thurmond, South Carolina's controversial 
conservative Senator, spoke at Guilford College May 16 
and predicted a conservative Supreme Court, a "tougher 
line" from the Nixon Administration on the Vietnam 
war, and the passage of the Anti-Ballistic Missile sys- 
tem by Congress. 

Thurmond, 66, was the guest of the College Union 
and the Convocations Committee of the school. His 
7 p.m. press conference, in which he was questioned 
by members of the news media and about 30 students, 
was followed by an address in Dana Auditorium before 
some 500 Art Series patrons and students. 

The Senator, who is a member of the powerful Sen- 
ate Judiciary and Armed Services Committees, had 
strong words for the recent resignation of Supreme 
Court Associate Justice Abe Fortas, claiming it as "an 
acknowledgement of his guilt. The American public 
can breathe a breath of fresh air now that Abe Fortas 
is off the court." 

The nation's highest court, as a result of Fortas' re- 
signation and the retirement of Chief Justice Earl War- 
ren, will become a conservative institution, predicted 
Thurmond. Nixon will appoint "strict constructionists 
of the Constitution" to replace them, said the Senator. 

Thurmond, who has been a member of the Senate 
since 1954, was accompanied to the Guilford campus 
by his 22-year-old wife, the former Nancy Moore, a 
South Carolina beauty queen. 

Thurmond, who has always favored a military victory 
in Vietnam, described the President's peace proposal 
of mutual troop withdrawals, as "all right under the 
circumstances." He said he expects a "tougher line" 
from Nixon if the proposal fails. He suggested, among 
other things, the closing of North Vietnamese ports, 
flooding the North by destroying dams, and bombing 
industrial installations. 

The senator said student unrest on American cam- 
puses is caused by a national conspiracy and by stu- 
dents who go to college "to cause trouble, not to learn." 

He said the students have "too much too soon. They 
don't have to work for what they have, and they don't 
appreciate it." He did add, however, that part of the 
problem is caused by school administrators who have 
failed to listen to student grievances. 

A strong advocate of the ABM defense system, Thur- 
mond devoted most of his evening address to the cur- 
rent ABM proposal and to the possible courses of ac- 
tion available to curtail demonstrations and riots across 
the country. "People are getting fed up with demons- 
trations and riots. I think the vast majority of the 
American public favors using as much force as neces- 
sary to stop the violence in this country." 

Another topic which the Senator discussed was the 
stiff anti-obscenity laws which he hopes the next Con- 
gress will pass. During a question and answer session 
following his speech, he was asked by a student to de- 
fine what he meant by "obscenity" and "wholesome- 

"I don't think I have to describe what obscenity 
means to a college student," Thurmond said. "And 
wholesomeness? Well, that's the opposite of obscenity." 

Sen. Strom Thurmond 


Board of Trustees Expands 

The Guilford College Board of Trustees has formally 
announced the nomination and election of three new 
Trustees, effective June 1 . 

The three elected are: 

W. Linwood Beamon. a 1932 alumnus of Guilford, 
and mayor of the city of Burlington. He is in the real 
estate and building supply business, has served as presi- 
dent of the Burlington Chamber of Commerce, the Bur- 
lington Real Estate Board, and the Guilford College 
Alumni Association. He also is a former chairman of 
the Alamance County Board of Commissioners. He is 
a member of Front Street Methodist Church in Burling- 

Isaac Harris, minister of Archdale Friends Meeting, 
is a former recipient of the "Citizen of the Year" award 
presented by the Archdale-Trinity Lions Club. He is 
a 1941 graduate of Guilford. 

Seth C. Macon, vice president and agency manager 
of Jefferson Standard Life Insurance Company, is a 
1940 graduate of Guilford. He has served on the board 
of the Greensboro Heart Association and the Guilford 
College Alumni Association. He is a Deacon of Greens- 
boro*s First Baptist Church. 

These three are the first of six authorized when the 
Trustees increased Board membership from 18 to 24. 
One of the provisions of the action is that the six new 
Trustees can be selected from those who are not mem- 
bers of the Society of Friends. 

Commenting on this action. Judge Byron Haworth, 
of High Point, secretary of the Guilford Board of Trus- 
tees, said, "This expansion of the Board of Trustees 
and the seating of non-Quakers on the Board does not 
represent a departure from the essential Quaker values 
which have always guided the college during its one 
hundred and thirty-two years. 

"From the beginning, Guilford College has attempted 
to exemplify and to keep faith with traditional Quaker- 
Christian principles of simplicity of life, regard for the 
individual, peace, and active social concern. In the fu- 
ture the college will continue to uphold these ideas as 
an important background of its educational program." 

"Through this action, Guilford hopes to achieve a 
broader representation among its alumni (80% of 
whom are non-Friends) and our many close friends in 
North Carolina as well as those from out-of-state," 
said Judge Haworth. 

Guilford Site 
of Music Festival 

This summer Guilford College will host the eighth 
annual Eastern Music Festival. Beginning June 17, the 
six-week festival will again feature the Eastern Phil- 
harmonic Orchestra, Greensboro's first and only pro- 
fessional orchestra-in-residence, and the only profes- 
sional orchestra to perform during the summer within a 
225-mile radius of the city. The Philharmonic is di- 
rected by Sheldon Morgenstern '66. 

The festival will offer the Philharmonic, whose mem- 
bers participate in major orchestras during the winter 
months, a chance to perform with ten soloists of na- 
tional and international prominence. Five professional 
chamber music programs, four solo recitals, and five 
concerts by student orchestras are also on the agenda. 

As in past seasons, the brilliant young American vio- 
linist Charles Castleman will be artist-in-residence. He 
will perform as soloist in the opening concert June 26. 
Other outstanding soloists for the season will include 
pianists Ivan Davis, Paul Schoenfield, Roman Rud- 
nytsky, and Warren Rich, violinists Mart Tsumara 
and George Zazofsky; vocalists Patricia Craig, Sergio 
Amorim and Charles Lynam; and guest conductor Mir- 
cea Cristescu. 

About 200 junior high and high school students, re- 
presenting 32 states, will attend the festival's summer 
music camp to study with the masters. 

Stanley Lewis will again conduct the student orches- 
tra, whose concerts are free to the public. Season tick- 
ets for the twenty professional concerts held in Dana 
Auditorium are sold at the non-profit price of $12 each. 

The six Thursday evening performances by the Phil- 
harmonic will highlight the festival, which has drawn 
acclaim from music critics throughout the East. Its 
personnel represent over half the nation's major or- 
chestras. Conductor Morgenstern is one of the young- 
est men ever to hold the post of musical director and 
conductor of any major or metropolitan orchestra in 
the United States. 

W. L. Beamon '32 
Isaac Harris '41 
Seth Macon '40 



They Help a Student Through Exams 

Final exams brought a thriving new enterprise to 
Guilford College this year. 

The Student Rescue Service, headed by Alan Rosen- 
blatt, a junior, mailed handbills to parents of students 
offering for sale a "survival kit for final exams." 

"Help your student!" the handbill cried out. "Sur- 
prise them with a Survival Kit for Final Exams. Con- 
tents: Food for Thought. 

"A Survival Kit is a refreshing reminder of you and 
your good wishes when the pleasures of studying give 
way to the pressures of exams, when dinner is a dim 
memory and breakfast an abandoned hope." 

For just a mere $4.50 a parent could have a survival 
kit delivered to his struggling child at his dormitory on 
the opening day of exams. The kits contained cracke-rs, 
cheese, peanut butter, tangy jelly, delicious nut fudge 
brownies, nutritious chocolate chip cookies, delectable 
cheese munchies, raisins, imported fruit drops, malto- 
milk pax, fresh fruit, and a final surprise. 

For just $1.25 more a parent could include a special 
panic button in the kit. The panic button, the handbill 
said, is 'a great tension breaker.' Made of sturdy, color- 
ful plastic, a must for every college student. When you 
press the Panic Button, a flag inscribed with the words 

'Look It Up In Your Funk and Wagonalls' pops up. It 
has a foam adhesive backing so that it adheres to the 
wall or sides of desks and will last through panic after 
panic after panic ..." 

"There is something enterprising about a student who 
will try to sell survival kits at exam time," says Dr. 
Pete Moore, religion professor at Guilford. "I thought 
of competing with Alan by offering my own kit." 

Dr. Moore's kit would include such items as copies 
of old exams, hints for review, quick summaries of 
b£st tests of the season, blue books, above-and-under- 
water pens, and of course, favorite prayers for times of 

Newton and Ragan to Head Alumni 

Robert A. Newton '58, was installed as president of 
the Guilford College Alumni Association at the Alumni 
Day luncheon May 3 1 . 

Newton, principal of W. H. Page High School in 
Greensboro, succeeds Jack E. Tilley '49, to the one-year 

Other recently elected Alumni Association officers 
include president-elect Herbert T. Ragan '37. Ragan, 
president of Ragan-Carmichael, Inc. of High Point, 
will also serve as chairman of the 1969-70 Loyalty 
Fund drive. 

Dr. Dudley D. Carroll '07, of Chapel Hill; Frank L. 
Crutchfield '25 of Greensboro; and Henry A. Mitchell 
Jr. '57, of Raleigh will serve as vice presidents. 

New members-at-large to the Alumni Association's 
Board of Directors are Tom J. Cheek '31, of Greens- 
boro; Dr. A. Raymond Tannenbaum '44 of Greens- 
boro; and Dr. Frederick H. Taylor '42, of Charlotte. 

Bob Newton, chairman of the successful 1968-69 
Loyalty Fund drive, automatically moved into the presi- 
dency as president-elect. After earning his A.B. degree 
from Guilford, he received a master's degree in educa- 
tion from the University of North Carolina at Greens- 
boro. He was Assistant Professor of Education at Guil- 

ford one year before being named Director of Admis- 
sions in 1967. He later became principal of Page High 

Newton is married to the former Nancy McDowell. 
They live at 2709 Shady Lawn Drive, Greensboro. 

President-elect Ragan will become president of the 
Alumni Association in 1970. He is a member of the 
Guilford College Board of Visitors and has served as 
a class agent for three years. He and his wife, the former 
Elizabeth Hoffman, have a son Tommy who is a rising 
senior at Guilford. They live at 1601 Oakhurst Avenue 
in High Point. 


May Queen 

May Queen Pam Atkins of Eden, center, reigned over the annual May Day 
festival May 11. Two members of the court pictured are Joan Knight of 
High Point, left, and Pat Mattocks of Reidsville, right. 




Alva E. Lindley was recently cited in 
the Wilmington, Del., Morning News 
for his service to that city. Among the 
achievements mentioned in the article 
were his service as secretary of the 
YMCA, a post which he assumed in 
1919, and his work for a Negro YMCA, 
finally created in 1940. He was honored 
to attend the dedication of the YMCA in 
Jerusalem as an American representa- 
tive. Lindley was one of the founders 
of the Wilmington Council of Churches, 
the United Fund, and the Welfare Coun- 
cil. Now at the age of 86, he lives with 
his wife, the former Laura Alice Woody 
'09, at the Methodist Country Home. 


A poem entitled "Communion Hour" 
by Geneva Highfill was published by 
Easter Ideals this spring. She is a mem- 
ber of the Greensboro Writers society 
and the N. C. Poetry Society. She has 
had several articles published previous- 
ly in the N. C. English Teacher and in 
the N. C. Education Magazine. She 
teaches at Central High School in High 


R. G. Thomas, for the past 22 years 
principal of the Walnut Cove School, 
retired at the end of the past school year. 
He has been active in his church, the 
Rotary Club, NCEA, and Boy Scouting, 
as well as in education. After retirement, 
he and his wife Anne, plan to travel 
and visit their married children. 


Walter P. Copeland has recently com- 
pleted three years teaching in the Depart- 
ment of Chemistry at Louisiana State 
University, Baton Rouge, La. His wife 
and daughter are both enrolled at LSU. 


Paul C. Pearson Jr. has served as 
vice president of planning for Celan- 
ese Corp. for the past three years. 
Previously he held the post of plan- 
ning director in the plastics and chem- 
ical divisions of the company. His son 
Paul III is finishing at Duke this year 

and will go on to law school. He has 
two daughters. His wife Evelyn has been 
teaching in private schools for several 


Nancy Nun Beauchamp is living in 
Mannheim, Germany, where her hus- 
band Darwin is a Lt. Col. in the Army 
Transportation Corps. They have one 
eleven-year-old daughter, Fern. 

AUyn Peters Dunk now lives in Al- 
bany, Calif., with her husband Robert 
and two children, Peter, 16, and Carol 
Betty, 14. Along with her duties as 
housewife, she finds time to work as a 
part-time library assistant. 

Mary Sowter Gould and her husband 
Thomas are living in Martinsville, N. 
J., where Mary is active in church and 
Girl Scout work. They have five child- 
ren: Barbara, 14; Priscilla, 12; John, 11; 
Mary Sue, 9; and Tommy, 3. 

Dorothy Peele Kramme has settled in 
Monroeville, N. L, where her husband 
Paul is general manager of Ace Glass 
Co. Dot is active in the PTA, First Day 
School and Meeting, and politics; she is 
president of the Salem County Federa- 
tion of Republican Women. They have 
four children: Susan, 20, at Northwestern 
University; Paul III, 18, at Spring Gar- 
den Institute; Steven, 15, at George 
School; and Alan, 12. 

lames Lehr is in research and sales 
for E. I. DuPont de Nemours & Co. in 
Wilmington, Del. Jim is married to the 
former Elma Parker. The Lehrs have one 
daughter Mary Linda. Jim's activities 
are centered around the Friends Meet- 
ing where he is superintendent of the 
First Day School and a member of the 
Friends School Committee. 

Marion Kirkman Murchison has lived 
in Walnut Cove with her husband James 
for twenty-two years. Marion spends 
most of her time with church work since 
her husband is Executive Secretary of 
the N. C. Yearly Meeting of Friends. 

Louise White Newman is a counselor 
at Southeast High School in Borden- 
town, Fla., where her husband Carl is 
in his 22nd year of service as a conduc- 
tor with Seaboard Coastline. 

Edna Glenn Huffine Pegram teaches 
first grade in Summerfield where she 

lives with her husband and nine-year- 
old daughter Cynthia LeAnn. 

After having lived in such places as 
Tokyo and Lima. Ann Edgerton Whitley 
has now settled in Cleveland. Ohio, with 
her husband Joe. They were married in 
March, 1966. 


Rachel Thomas Benfey, Instructor in 
Art at Earlham College, displayed her 
work in a faculty art exhibition at Earl- 
ham in February. 


Rev. Tommy Tyson was the speaker 
for revival services at the Goldsboro 
Friends Meeting in March. He served for 
six years as a pastor in the N. C. Con- 
ference of the United Methodist Church 
and was appointed conference evange- 
list. His ministry has led him to travel 
extensively throughout the U.S. and other 


lames H. Williams and his wife, the 
former Grace M. Votaw '53, are the 

proud parents of their first child. Amy 
Marie, adopted April, 1968. They have 
lived in Stockton, Kan., since 1961. 
where Jim is beginning his third year as 
Pastor of the First Congregational 


Lawton D. Gresham was named 
Greensboro district agent for North- 
western Mutual Life Insurance Co., which 
has offices in Chapel Hill. He formerly 
served as assistant to the general agent 
there. He holds the certified life under- 
writer designation. 


John M. Pipkin, as- 
sistant professor of re- 
ligion at Guilford Col- 
lege, received the 
Thomas H. McDill A- 
W ward for his poem 
m ^3) "Delilah" at the an- 

B J^ nual meeting of the 

1 Jftjfl B> N . C. Poetry Society, 
Hi 9H - Inc. Two other poems 

by John received runner-up and honor- 
able mention designations in other ca- 

l 1 


legories. Also, at the May meeting of 
the Greensboro Writers club, John was 
elected president for the coming year. 
In recognition of outstanding achieve- 
ment in 1968. Colin R. Edwards has 
been named to the President's Council 
of Home Life Insurance Company for 
1969. This is the highest honor awarded 
to the top men in the company's field 
organization. It is based on extraordinary- 
skill, service to clients, and dedication to 
their financial well-being. Since joining 
the Greensboro agency in 1964, he has re- 
ceived various awards for salesmanship. 
He and his wife and their two children 
live at 2514 Netherwood Drive, Greens- 


Philip T. Wade, currently a member 
of the faculty at the University of Flori- 
da, will become chairman of the Depart- 
ment of English at Western Carolina 
University on July 1, 1969. 

R. Penn Truitt has 
been appointed assis- 
tant manager of the 
Durham Branch of the 
American Tobacco 
Company. Recently 
Truitt was selected by 
the company to parti- 
cipate in the sixteen - 
I week program for 
Management Development at the Harv- 
ard University School of Business Ad- 
ministration. He has served as president 
of the Reidsville Junior Chamber of 
Commerce, on the board of directors of 
the Durham Chapter of the American Red 
Cross, and on the board of directors of 
the United Fund of Durham. Mr. Truitt 
and his wife, the former Bernice Clary, 
have twin sons, Mark and Ken, and a 
daughter Leslie. They live at 4162 Deep- 
wood Circle, Reidsville. 


Phillip L. Welch is the assistant princi- 
pal and teaches seventh and eighth grade 
language arts at Star Elementary School. 
Star, where he is currently completing 
ten years of teaching. 

Gordon Causey has been named man- 
ager of the Jewel Box store in High Point. 
He has been in the retail field for over 
ten years. He joined the Jewel Box Stores 
Corp. in August of 1967 in Burlington. 
He and his wife have one daughter age 

9. The Causeys are living on Beachwood 
Drive, Jamestown. 


James A. Stanley 

was recently promoted 
to consumer credit of- 
ficer of North Carolina 
National Bank in Sta- 
tesville. He is married 
to the former Diane 
Barker of Greensboro. 
They have one son 
and live at 634 Spring- 
dale Rd. 

Miles F. Frost of 

Winston-Salem was re- 
cently promoted to 
trust officer of North 
Carolina National 

Carol Ann Lowe and George Alvin 
Timblin wed March 15. 

Howard D. Marsh Jr. has joined Senn, 
Willard & Senn Insurors as a represen- 
tative. He previously was a salesman for 
the fibers division of Allied Chemical 

Capt. John F. McCurry has graduated 
from the Air University's Squadron Of- 
ficer School at Maxwell AFB, Ala. He 
was selected for the 14-week professional 
officer course in recognition of his po- 
tential as a leader in the aerospace force. 
He has been reassigned to Loring AFB, 
Maine, as a pilot. 

Conrad Parker and his wife, the former 
Nancy Newson, announce the birth of a 
son. William Henry, born April 9. Conrad 
teaches physical education and is head 
basketball coach at Bayside High School, 
Virginia Beach, Va, They have one other 
son, Robert. 

Capt. Alan B. Gordon and his wife, the 
former Nancy Kate Taylor '65, announce 
the birth of a daughter born Jan. 3 in 
Germany. They also have twins, a boy 
and a girl, born April 26, 1966. Alan 
graduated in 1968 from UNC School of 
Dentistry. Presently he is serving in the 
U. S. Army in the Dental Corps in Bavrl- 
wlder, Germany. 


John F. Wily III has been appointed a 
district manager for the Equitable Life 
Assurance Society in Raleigh. His new du- 
ties will include the recruiting and train- 
ing of Equitable sales representatives. He 
is a member of the Friendly City Kiwanis 
Club, vice president of the Durham Life 
Underwriters Association, and former 
member of the board of directors of the 
Durham Jaycees. He lives in Valley Ter- 
race Apts.. Durham. 

Carol MacKenzie Tate lived in Manila, 
Philippines, July, 1968 to March 1969, 
while her husband Neal completed re- 
search for his Ph. D. dissertation in politi- 
cal science. They have now returned to 
New Orleans where Carol hopes to re- 
sume her career in social work. 


The senior thesis written by John Bivins 

Jr. entitled "North Carolina Gunsmiths" 
was published in 1968 in the form of a 
book of the Longrifle Series. After gradu- 
ation from Guilford, Bivins worked for 
two years in the offset printing business 
in High Point while expanding his re- 
search on the gunsmiths of the state. In 
1966 he took a position as a curator 
for the State Department of Archives and 
was responsible for acquiring and main- 
taining furnishings and artifacts for the 
state's thirteen historic sites. In 1968 he 
took a similar position with Old Salem as 
curator of crafts. 

James Duke Baughn and Alice Lela 
Saul were married April 26. Both are em- 
ployed at the J. Spencer Love Hosiery 
Center of Burlington Industries. They live 
at 1011 Washington St., Burlington. 

William Wayne Welborn and Charlotte 
Beresford Tudor were married May 3. He 
works for Home Security Life Insurance 
Co. in Durham. 

Joanne Merville Christakis and Rayner 
Wilfred Kelsey Jr. were married March 
29 in Waukegan, III. 

Virginia W. White was married to Dr. 
George F. Wilson Feb. 20, in London, 
England. They are presently living in New 
York City. 


James O. Raybura, ex-VISTA Volunteer 
who served in Houston, Texas, for a year 
and recruited for VISTA in the South- 


west region, is presently an instructor for 
the University of Colorado VISTA Train- 
ing Center in Denver, Colo. 
2nd Lt. Henry W. Mixon III of Golds- 
boro, is a member of the 6100th Support 
Air Wing at Achikawa, Japan, that has 
earned the U. S. Air Force Outstanding 
Flying Unit Award. The Unit was cited 
for nine years of accident - free flying, 
support of Southeast Asia Operations, 
and maintaining good community rela- 
tions with the Japanese people. He will 
wear the distinctive service ribbon to 
mark his affiliation with the unit. 

Barry Alan Eisenberg was married to 
Lynn Sheryl Brenner April 13. He works 
for Reynolds and Co. in Winston-Salem, 
where they are making their home. 

Andrew Vaughn Brown was married to 
Betty Jane Brown of Ahoskie recently. 
After July, they will live in Murfreesboro. 
where he is general sales manager of Sup- 
erior Filterglass, a subsidiary of the Fram 

Patricia Carolyn Miller was married to 
Dr. Jack Wilbur Gilliam Feb. 7. She is 
employed as a senior case worker for the 
Galveston Unit of Austin State Hospital 
in Texas. 

Worth G. Knight 
has been elected presi- 
dent of the Greensboro 
Jaycees; the club has 
I received the Minnea- 
polis Award twice as 
| the outstanding chapter 
in the world. Knight 
is the assistant man- 
II \ J ager of the Sears Mail 
Order Plant in Greensboro. 

Bu Choon Chung Kim now resides at 4 
Washington Square Village, Apt. IB, New 
York, N. Y. 

Theodore (Ted) R. Buddine is presently 
a systems programmer, specializing in 
telecommunications access methods, for 
the IBM Corp. in the Research Triangle 
Park. He joined the company three years 
ago. He also serves as a precinct chair- 
man and treasurer for the Durham Young 
Republicans. He is living at 600 DuPont 
Drive, Apt. 49, Durham. 


Richard B. Latta has been appointed 
field claim representative in the Greens- 
boro office of the State Farm Mutual Au- 
tomobile Insurance Co. He lives at 3011 
E. Bessemer Ave., Greensboro. 

Henry Siegel was recently named a se- 

curity analyst for Bache & Co., Inc. He 
will be working on airline issues. Prior 
to joining the Bache organization this 
year, he was analyst with a large New 
York based advisory service. 

Thomas Howard Marshall and Judy 
Ann Thomas were married March 8. 
They live at 4728 Brompton Drive in 
Greensboro. He is employed as a cost ac- 
countant by J. P. Stevens & Co., Inc. 


Harry Sasser was recently appointed 
head baseball coach at Dunn High School, 
Dunn. While teaching at Wayne Avenue 
School in Dunn this past year, his junior 
varsity basketball team won the south- 
eastern JV Tournament. 

Airman J. C. James Orwell has gradu- 
ated from a U. S. Air Force technical 
school at Keesler AFB, Miss. He was 
trained as a navigation systems repair- 
man and has been assigned to a unit at 
Bitburg, AFB, Germany. 

Robert Paul Moffie married Vicki Di- 
anne Davis of Raleigh April 26. He is 
attending graduate school at East Caro- 
lina University. They live at Stratford 
Arms, Apt. 23-D, Greenville. 

Airman I. C. Eugene P. Bruni has com- 
pleted training course for air armament 
mechanics at Lowry AFB, Colo. 

2nd Lt. John G. 
Sink Jr. has been a- 
warded his silver wings 
upon completion of Air 
Force navigator train- 
ing at Mather AFB, 
iB Calif. John is remain- 
Mk ing at Mathei foi spe 
S« Jtk \ cialized training as 
WmJK^mi I navigator - bombardier 
before reporting to his first permanent 
unit for flying duty. 


Lynda Spurlin Joyce and her husband 
Lee are the parents of a son, Lee R. Joyce 
Jr., born May 6. They live at Rt. 1, En- 
nice, N. C. 

Joseph Marlyn Scott was married to 
Judy Gayle Stinson April 12. He is an 
eighth grade teacher at Chatham High 
School, Siler City. They live at 806 W. 
Fourth St. in Siler City. 

Lynn Dorsett became the bride of Sgt. 
Timothy G. Sutphen in Tularosa. N. M. 
where she is a first grade teacher. He is 
stationed at Holloman Air Force Base. 

Jean Phillips Shepard became the bride 
of Peter Watson Bake, Feb. 15 in Makaha 
Hawaii. They both served on the staff 
of Makaha Elementary School until 
Peter entered military service in June. 

Nancy Fay McCraw was married to Al- 
lison Harmon Feb. 16. They are living 
in Greensboro, where he is employed 
in the data processing department of 
Jefferson Standard Life Insurance Co. 

Ensign Alton Edward Wyatt, USN, was 
married to Rosalind Jo Robbins April 12. 
He is now in flight training at Whiting 
Field, Milton, Fla., where iney make 
their home. 

Thomas Gordon Shannonhouse is head- 
ing the new office of Wachovia Mortgages. 
Before joining Wachovia, Shannonhouse 
was assistant office manager for Pied- 
mont Natural Gas Co. in Greensboro. 


Carolyn Groome Dees and William Os- 
car Leonard III were married April 4. 
They have moved to Pensacola, Fla., 
where he is in flight training with the 


Joseph Lanier Wright Jr. and Joyce Di- 
anne Meador were marrit April 20. He 
is a manager-trainee with . le Jewel Box 
Stores, Inc. They live at Forrest Apart- 
ments, Mount Airy. 


Michael Gene Phillips of the Air Force 
was married to Gloria Jean Elkins Feb. 
16. They live at Maxwell Air Force Base 
in Montgomery, Ala. 

Sgt. Samuel A. Wall recently helped 
launch a U. S. Air Force Minuteman 1 
intercontinental ballistic missile from 
Vandenberg Air Force Base. Calif. He 
was a member of the Ellsworth Air 
Force Base, S. C, missile combat crew 
which fired the missile. 

Edward Perry Benbow III and Jane 
Harper Bunting '72. were married March 
29. They both attend Guilford where he 
is taking a pre medical course. The cou- 
ple will live with his parents. Dr. and 
Mrs. Edward Perry Benbow Jr. of 3809 
Friendly Ave., Greensboro. Dr. Benbow is 
a 1937 alumnus of Guilford. 


Airman Larry W. Piggott has gradu- 
ated from a U. S. Air Force technical 


school at Chanute AFB, III. He was 
trained as an aircraft instrument repair- 
man and has been assigned to a unit 
of the Strategic Air Command at Beale 
AFB, Calif. 

Patricia Jo Newton, formerly a regis- 
tered nurse employed by the Guilford Col- 
lege Infirmary, was married to Spec. 5 
Oscar James Velez of the Army Feb. 
15. He is an instructor in supply at Ft. 
Lee, Va., where they now live. 


Debora Ann Ownbey and Robert Glenn 
Thornton Jr. were married April 27. They 
will live at 3104-A Heritage House Apts., 
Greensboro. She is employed by Alder- 
man Studios in High Point as a model, 
and he is vice president of Thornton 
Furniture Co. 

On Educational Reform 

Continued from page 3 

I remember one meeting at which a 
student covered himself with glory when 
he was asked that question. He replied, 
"It's not up to us to say" — meaning, that 
it is up to the faculty to say what is educ- 
ation, and it is up to the faculty to think 
about a kind of education that is really 
addressed to the needs of students. 

When there is a clash of student pow- 
er and faculty power, it is really a ques- 
tion of the students trying to get the facu- 
lty to do something for them and the 
faculty trying to do something for them- 
selves. As everybody knows, most curric- 
ula are made for the benefit of the facul- 
ty, and there is very little attention to 
the educational needs of students. So, 
fundamentally, I think, students want and 
need a kind of decent educational con- 
cern on the part of the faculty. Now they 
cannot ask for this. You will never hear 
a student say this directly — that he wants 
the faculty to show some concern. In- 
stead, students will usually demand more 
freedom, and they will likely as not get 
it, often just because the faculty are not 
all that concerned. In other words, one 
reason why students and young people 
seem so free in our country today is be- 
cause nobody cares all that much about 
them or what they do — "Let them do 
their own thing. As long as it doesn't 
bother us, why does it matter?" It is 

this lack of concern for youth, or the 
actual hositility toward youth in this 
country that is really at the root of many 
of the problems. 

In my view, the question is not really 
who should have the power to make the 
curriculum, students or faculty, but how 
far can we go in allowing students to de- 
cide what they should study? 

In some places, it is like that-the stu- 
dents keep coming up with suggestions for 
additions to the curriculum or things that 
they want to be taught, and the faculty 
give in a little bit. But then they say,"How 
far should we go in allowing students to 
have the power to make the curriculum?" 
It is my view that that is not really the 
question. The question is, "How can we 
build a curriculum; how can we have a 
curriculum that is really concerned with 
student development — one that is really 
relevant to the needs of students?" I 
usually spend more time listening to stu- 
dents on this matter than the faculty, be- 
cause in my experience, students have 
more ideas about it. Most faculty are 
simply not thinking about what they do 
in these terms at all. They are thinking 
of presenting their subject, or that part of 
their subject at which they are expert. In 
the universities students take course after 
course in which the teaching is the facul- 
ties' presentation of their research inter- 
est. It is rare that a teacher in a univer- 
sity ever thinks of his course in relation 
to the developmental needs of students 
because he sees the whole thing as sim- 
ply a matter of presenting what he has 
got to present. It has always made sense 
to me to discuss with students what it is 
that they think they are getting out of 
their courses. 

Nowadays, when students speak of their 
interest in changing the curriculum, they 
usually say they want it to be "relevant." 
Now here, I believe, we must ask them 
what they mean by "relevant", or listen a 
lot to see if we can find out for ourselves 
what they mean. 

When we come to the question of the 
relevance, things really get quite compli- 
cated. I think the most serious complaint 
against the universities should be leveled 
at the humanities. They have in their 
hands the best means for helping students 
become fully human. These are the great 
subjects for liberalizing and developing 
individual students and yet at many 
universities, these subjects are taught 
more in the interest of the professor than 
in the interest of the student. That is to 
say, they have somehow succeeded in so 
dissecting these great subjects by requir- 

ing that they go according to subject re- 
quirements rather than according to hu- 
man requirements. Students can sit 
through courses in Shakespeare without 
really getting a clue as to what Shakes- 
peare really means, without really being 
reformed by what can happen if a course 
of that sort is properly taught. This is 
particularly bad at the high pressure uni- 
versities where everybody has got to pub- 
lish and has got to make a reputation as 
a scholar even though it means focus- 
ing on narrower and more professionali- 
zed aspects of a subject. So what should 
be the major source of nurturing for the 
students is often in fact a set of routine 
chores that are carried through unwill- 
ingly and without any passion. 

I believe we need in this country still, 
a model liberal arts college for our times. 
It should embrace many of the great tra- 
ditional liberal ideas, but it can still be 
revitalized by basing itself on new know- 
ledge about students and their needs. I 
think such a college can go a long way 
in the direction of repairing the damage 
that has been done by universities and by 
the colleges that are imitating them. 
These institutions have succeeded in sep- 
arating practically everything that be- 
longs together. They have not only se- 
parated emotional development from in- 
tellectual development, but they have 
also separated research from teaching, 
teaching from action, and research from 
action. In a college such as Guilford, it 
is perfectly possible to reintegrate the 
things belonging together in a human 
community and in a human being. 

The most shameful thing that could 
possibly happen would be for a college 
like Guilford to imitate the university by 
dividing up people into functions, each 
of which is taken care of by a different 
agency, thus eliminating contact between 
persons as a people. This college has as 
its central value regard for the individu- 
al, and I think it should hang onto it no 
matter what. In order to do this — to 
keep the persons together, and to keep 
the intellectual life of the college together 
— it must, however, go in for freedom of 
inquiry, as well as for academic excel- 
lence. As it does that, it will encounter the 
demands of graduate schools that they 
be sent students who already know every- 
thing that graduate schools are supposed 
to teach. The education at Guilford 
should be so good that the graduate 
schools will have to say, "We'll take this 
student simply because he comes from 
Guilford College." END 


"Coach of the Year" 
Turns Educator 

William L. Charlton '54, was born an 
athlete. At least, it almost seems that 
way. For as long as he can remember 
he has been interested in football, base- 
ball — well, sports of any kind. 

Bill Charlton modestly recalled, "While 

I was at Guilford, I played on the base- 
ball team four years and was captain my 
senior year." He adds, "I also was on 
the football team four years, and score- 
keeper for the basketball team two 

After receiving his A.B., Bill went on 
to the University of North Carolina at 
Chapel Hill where he earned a master's 
degree in education. He took his first 
teaching job at Guilford High School 
where he soon headed, an outstanding 
athletic program. His football team 
chalked up enough victories to win 
for him the "Coach of the Year" title. 

School officials in Siler City had their 
eyes on the young, successful coach and 
wooed him away after three years with 
the Guilford County Conference. He stay- 
ed in Siler City eight years teaching, and 
coaching, mainly track and football. 

During those years he was one of the 
most admired and respected coaches in 
the conference and was named "Coach 
of the Year" by his fellow coaches not 
once, but three times! In his last year at 
Siler City his team went undefeated. He 
was also the recipient of the Distinguished 
Service Award given by the Siler City 

In 1965 Bill and his wife, the former 
Mary Anne Herring '57, got the chance 
to return to their hometown of Golds- 

boro to live. Bill had been offered the 
principalship of Virginia Street Elemen- 
tary School, so the family packed up 
and moved to the eastern North Carolina 
town. They have been there four years; 
Bill since has been named principal of 
Edgewood School where he is today. 

The popular young educator is im- 
pressed with the educational programs 
of today. He says, "The elementary 
schools today are doing an excellent 
job, possibly the best job ever, of teach- 
ing and training children. The programs 
are geared more to the individual child." 

"Interest motivates a child to learn," 
says Charlton, "and the teacher is doing 
a superb job in providing a pleasant at- 
mosphere which is conducive to learn- 
ing. A teacher cannot force learning; she 
must encourage it." 

Bill and his wife Mary Ann live at 
1009 Claiborne Street, Goldsboro. with 
their three children Herb, 14; LuAnn, 8; 
and Preston, 7. 

When asked if he regrets leaving the 
coaching field. Bill Charlton says "no." 
He says he finds his new work with the 
young students stimulating and reward- 
ding. Try as he might though, he still 
cannot quite get the love of coaching out 
of his system. He spends afternoons and 
weekends coaching little leaguers at the 
Goldsboro Boys Club. 

High School Satirists 
Prove Their 
Creative Ability 

Mary Nell Parker '59 (L) with student 

The first thing a high school senior 
notices about Mary Nell Parker '59 is 
that she's attractive. The second thing 
he knows about her is that she's no or- 
dinary English teacher. 

Miss Parker, a native of Mt. Airy, has 
been teaching English at Grimsley Senior 
High School in Greensboro ten years. 
Her classes, however, are conducted in 
order to allow the students a chance to 
explore their own creativity and origi- 

"One of the most successful things 
ever tried in any of my classes was a sa- 
tirical play the students put on recently," 
said Mary Nell. "Ten students spent sev- 
eral days writing the script before they 
put it on for the entire class. They didn't 
realize, though, that they were writing a 
satire. In the beginning they had at- 
tempted to be serious, but by the time 
they'd finished, they had produced an 
amusing satire." 

The play her students had written, ex- 
plained Mary Nell, satirized "airline hi- 
jackers, police brutality, hippies, the older 
generation, the younger generation, just 
about everybody you can think of." She 

was so proud of her class that she said, 
"It really restored my faith in their 
creative ability." 

Has she seen any change in the high 
school population of today and a decade 
age? "No, I can't see much difference in 
my own students," stated Miss Parker. 
Explaining that her students, numbering 
about 120 a year, are among the ranks 
of the college bound population, she 
said, "they basically are the same." 

These high school students nurtured 
on television and comic books still have 
the same tastes in literature, she pointed 
out. "They are very interested and aware 
of the classics; they steer away from 
modern novels," she said. She listed 
Dickens, Scott, Hardy, and the Bronte 
sisters as among their prefered reading 

In her spare time from grading papers 
and preparing lessons, Mary Nell finds 
time to advise student organizations and 
work in the dean's office. She also has 
served on the Guilford College Alumni 
Association Board of Directors and is a 
former Alumni Day Chairman. 


Novelist "Retires' 
to Write 

A taste for the literary world gained 
from work on The Guilfordian has 
brought Robert K. Marshall '25, inter- 
national acclaim as a novelist. 

Mr. Marshall, who retired in June 
after teaching at Ohio Wesleyan Univer- 
sity thirty years, is the author of the 
praise-worthy novels Little Squire Jim 
and Julia Gwynn. 

"I was both editor of The Guilfordian 
and managing editor at the same time. 
That was back in the days when one 
person could handle both jobs," he re- 
called, indicating it as the start of his 
literary efforts. 

In addition to acting in several col- 
lege plays and serving as student govern- 
ment president, Marshall was a scholar. 
He was awarded a scholarship to Hav- 
erford College, where he earned his M.A. 
degree in 1926. He subsequently did 
graduate work at the University of North 
Carolina, Harvard, Northwestern, and 
Iowa State. 

"After ten years of teaching in public 
and private schools, I went back to Guil- 
ford to teach in 1937," stated Marshall. 
As Assistant Professor of Speech and 
Dramatics, Marshall said, "I directed 
plays, and I taught journalism, humani- 
ties, drama, and speech." Two years 
later he accepted a position at Ohio 
Wesleyan as Assistant Professor of Eng- 

The central Ohio town of Deleware, 
home of Ohio Wesleyan, turned out to 
be where Marshall settled down to stay. 
Though largely devoting his time to 
teaching and scholarly research, he 
managed to find time to write a couple 
of succesful novels. His award-winning 
novel Little Squire Jim, published in 
1949, received critical praise nation- 
wide, and even appeared on several best- 
seller lists. It was later publisher in Eng- 

land. A second book, Julia Gwynn, ap- 
peared in 1952. 

In the field of scholarship, Mr. Mar- 
shall has done research at the British 
Museum and Cambridge University on 
the problems of Milton's early poetry. 
A portion of his research, entitled "New 
Sources to Explain the Metrics of Mil- 
ton's Lycidas," was discussed at a meet- 
ing of the Modern Language Association 
in New York City in 1964. 

Outside his academic work, Mr. Mar- 
shall has actively promoted student and 
dignitary exchanges between England 
and America through the English Speak- 
ing Union. Mr. Marshall said. "While I 
was a member of the Union's national 
board, I had the honor of being pre- 
sented to Queen Elizabeth, Prince Philip. 
Princess Margaret, Lord Snowdon, and 
members of Parliament on several of my 
visits to England." 

Upon his retirement from Ohio Wes- 
leyan after thirty years' continuous serv- 
ice, Professor Marshall was awarded sev- 
eral citations for distinguished teaching, 
including the Adam Poe award. His re- 
tirement, though, does not necessarily 
mean he's heading for the "rocking- 

Marshall said, "I've got three books 
to write this summer and fall — one fic- 
tion and two scholarly works." Hinting 
that he's hardly retiring, he added, "You 
know, books don't roll off that easily." 

Aggie Isn't 

Just Another Dog 

Q 1 

Aggie, a seven-year-old German she- 
perd, is not just another neighborhood 
dog. To Linda Anne Helm '66, Aggie 
is a "guiding-eye dog" who has changed 
her life. 

Linda, blind since birth, got her guide 
dog 3% years ago while she was still a 
student at Guilford. She spent a month 
in Peakski